Managing National Assessment Report. Elim Christian College
|
|
- Ethan Hardy
- 8 years ago
- Views:
Transcription
1 Managing National Assessment Report 2013 Elim Christian College
2 Managing National Assessment Report Elim Christian College Introduction The purpose of the Managing National Assessment (MNA) external review is: to help schools achieve valid, fair, accurate and consistent internal assessment according to the requirements of the Assessment and Examination Rules for Schools with Consent to Assess 2012 (Assessment Rules); and in combination with the most recent Education Review Office report, to ensure that schools are meeting the requirements of the Consent to Assess Against Standards on the Directory of Assessment Standards Rules 2011 and its Guidelines (CAAS Guidelines) in order to maintain their consent to assess. This process is a partnership between schools and the New Zealand Qualifications Authority (NZQA) to ensure that assessment systems remain effective and internal assessment decisions are valid. The MNA review has two components: 1. The annual external moderation of assessment materials and assessor decisions for an NZQA-selected sample of internally assessed standards and samples of student work across curriculum areas selected according to the school s random-selection process. 2. An external review of each school s assessment systems at least once every four years. This report summarises NZQA s evaluation of how effectively: senior management has addressed issues identified during the previous MNA review on 24 March 2010 the school manages assessment for national qualifications the school manages internal and external moderation the school manages and makes use of assessment-related data the school maintains the currency of assessment policy and procedures, and communicates them to staff, students and families. In preparing this report, the School Relationship Manager (SRM) met with the Principal s Nominee, the Data Manager and the Heads of Department (HODs) for Accounting, English, Science and Visual Arts. The school also provided the SRM with pre-review information and the staff and student assessment procedures guides. There was a report-back session with the Principal and the Principal s Nominee at the end of the visit to highlight strengths and weaknesses, with suggested strategies for good practice and to agree on recommended actions. 2
3 2010 Managing National Assessment Report (CAAS Guidelines 3v) Evidence was sought that action items in the previous MNA report have been effectively addressed. Of the two items, one has been fully actioned; the other is partially actioned and will be discussed further in this report. Assessment Practice (CAAS Guidelines 2.5v-vii, 2.6, 3v) How does the school s assessment practice allow for the effective management of assessment for national qualifications? Meeting the assessment needs of senior students Initiatives developed and instituted by the school to meet the assessment needs of senior students include: setting targets based on analysis of data, teacher judgements and student aspirations expansion of subject options to best suit student needs. As the school grows and where classes are too small to be supported within the school, programmes such as Gateway and Te Aho o Te Kura Pounamu courses have been introduced. An Education Outside The Classroom programme provides the opportunity to achieve some standards outside the confines of the normal school week. Teacher support is in place for all students engaged in distance learning and the Gateway programme delegating responsibility to some teachers to identify and monitor students whose progress is causing concern or who have been identified as likely to benefit from additional across-subject support development of vocational pathways, using trade and tertiary providers extensive tutoring, peer mentoring and holiday workshops to prepare for assessments. Student progress is monitored by: reviewing each senior student s course selections, so as to ensure that they are eligible to achieve University Entrance tracking progress towards the numeracy and literacy requirements for University Entrance providing comprehensive information to families about their student s achievement. The school reported that these initiatives have been well received by students and parents. Evidence gathered by the school as part of its own evaluation indicates that students are achieving better qualifications. Assessment opportunities to gather evidence of achievement Teachers aim to gather evidence of students best performances. Practices described in the subject areas interviewed are robust and ensure authentic and credible assessment. A maximum of one further opportunity is offered if it is required and manageable. The teachers tabled evidence of checkpoints that are used within departments for all assessments that span extended time. This ensures that students are on task and that the work is authentic and heading towards completion. This also acts as a 3
4 system to collect evidence over time and it helps inform parents and teachers of progress and follow up any identified issues. Missed and late assessments If an internal assessment or deadline is unavoidably missed, an extension or a further assessment opportunity may be approved or a grade may be awarded based on standard-specific evidence from other authentic work. Where none of these is possible, the entry is withdrawn and, where missing an assessment was avoidable and no prior arrangement was made to withdraw the entry, Not Achieved is reported. These procedures are consistent with NZQA guidelines. Derived grades Teachers understand the need to refer only to quality-assured practice assessments for evidence of achievement for a derived grade application when a student has missed an examination or has had their performance seriously impaired by illness or misadventure. An audit of the applications made on behalf of two candidates in 2011 was conducted by NZQA in July The school s administration systems met NZQA requirements for all three of the applications audited. Parents and other stakeholders may have confidence in the school s derived grade process. Literacy and numeracy Differentiated programmes are offered to identified students within Mathematics and English courses. Weak literacy skills were recognised by the Science department as a major barrier to achievement for some students. In response, literacy was a focus for staff professional development in the department and students progress was carefully monitored. The SRM sighted a department report containing analysis of results by cohort by standard. Meeting students assessment needs The school has established effective procedures for ensuring that any students with entitlement to special assessment conditions are identified and monitored and that applications are made to NZQA in a timely manner. The support given is in accordance with NZQA requirements. No action was identified as needed to improve the effective management of assessment for national qualifications. Moderation (CAAS Guidelines 2.6, 3v) How effectively does school internal and external moderation assure assessment quality? Internal moderation processes Teachers are well informed about the school s requirements for internal moderation and are required to document their internal moderation practice on an Internal Moderation Cover Sheet. It was evident from discussion and documents seen during interviews that sound internal moderation practice is well-embedded and that meaningful processes underpin this practice. These include robust procedures for checking assessment material prior to use and for verifying grades before they are awarded to students. All the teachers interviewed described having collegial support for verifying grades. To make certain that assessor judgments are at the national standard and to avoid teachers being professionally isolated in their assessment practice, teachers are involved in local subject associations and cluster groups or have established links 4
5 with colleagues in other schools. Teachers reported that they attend Moderation Best Practice workshops and consult NZQA subject-specific web resources and local advisory services. Audit of internal moderation processes HODs are responsible for monitoring their own subject areas to ensure internal moderation is complete prior to sending the results to NZQA. From the discussions held and the evidence sighted in the departments visited, it was apparent that internal moderation is monitored effectively. The school has delegated the responsibility for monitoring internal moderation to HODs. An annual audit of internal moderation processes is carried out by the Principal s Nominee on four randomly selected departments. The school agreed that management needs assurance that all HODs are carrying out their responsibility to monitor internal moderation as indicated in the 2010 MNA report. Methods for conducting this quality assurance check were discussed during the visit and, once a process is established, the school intends to document it. External moderation The latest moderation round was in May 2012, when 27 standards were selected. The materials for 16 standards were approved and those for 11 others require some modification before they are used again. The moderators agreed with more than half of the teachers grade judgments on the student work submitted for 22 standards. External moderation processes Random selection of material submitted for moderation is carried out by the Principal s Nominee. The SRM sighted evidence of the school s procedure to ensure that teachers make the changes required by the moderators before an assessment is used again or in response to a low agreement rate. On the basis of the evidence tabled, the process applied by teachers follows the school s policy. It also allows school management to recognise exemplary practice and to identify any areas of concern. The Principal s Nominee encourages staff to use the Request for Clarification process and this was confirmed by the teachers interviewed. The process for industry training organisation managed external moderation is the same as that for NZQA managed systems. NZQA and senior management agree on the following action to improve the school s internal and external moderation to assure assessment quality. Senior management undertakes to: develop and document a monitoring system to assure themselves that all HODs are effectively monitoring that internal moderation is complete before sending results to NZQA. Data (CAAS Guidelines 2.6, 2.7) How effectively does the school manage and make use of assessment-related data? Accuracy of assessment-related data The Principal s Nominee and the Data Manager work with teachers and students to ensure that entries and results submitted to NZQA are accurate. The teachers interviewed confirmed this and produced evidence that they check that results are entered on time. In checks throughout the year, students and teachers are expected to sign off result printouts. 5
6 Managing assessment-related data A data file is submitted to NZQA on or before the first of each month and more frequently towards the end of the year when the bulk of internally assessed results are reported. Teachers are also regularly reminded of the key dates for entering or withdrawing students. The Principal s Nominee and the Data Manager make effective use of the Counts by subject and other reports to manage assessment-related data. Analysis of results HODs and teachers in charge of subjects are required to prepare an annual report for the Principal and the Board of Trustees about their results for the previous year. The teaching programmes across the school and in departments are viewed as holistic. Changes to programmes are made in order to meet the needs of the student cohort each year. The data analysis is used to determine modifications to existing courses and whether new courses need to be established. There is a particular focus to raise achievement of Māori and Pasifika students using data to improve learning outcomes. Analysis of results data, including national comparisons with reflective commentary and strategies for improvement, was evident in the reports viewed by the SRM. The reports confirmed that the school actively uses its results data to get the best results for students. No action was identified as needed to improve the management and use of assessment-related data. Communication (CAAS Guidelines 2.4i, 2.6, 3v) How effectively does the school maintain the currency of assessment policy and procedures and communicate them to staff, students and families? Communication of policies and procedures to staff, students and their families The following documents were provided for this visit: Elim Christian College Student Handbook Elim Christian College Staff Manual Elim Christian College Senior Student Subject Handbook course information from the departments reviewed. Communication with students, parents and caregivers Assessment information for students is conveyed in a variety of ways. As well as distributing the student handbook, the school holds meetings in year groups and with individual students. Course outlines and assemblies also improve students knowledge of NCEA. Some additions and refinements were discussed during the review visit and will be addressed in the next revision of the staff and student documents. Information evenings are held early in the year for senior students and their families, and particularly for those whose students are new to NCEA. The Principal s Nominee reported increased numbers attending the information evenings. The school now needs two separate careers evenings for Māori and Pasifika families, due to increased interest. 6
7 Memoranda of understanding The SRM sighted examples of current memoranda with outside providers engaged by the school, including the Gateway programme. This process is efficiently managed and maintained. NZQA and senior management agree on the following action to maintain the currency of assessment policy and procedures, and communicate them to staff, students and families. Senior management undertakes to: review documents to clarify and include information as discussed. Summary Elim Christian College is commended for the culture of improvement and learning established in the school. Principles and practice focus on providing students with opportunities to achieve relevant qualifications. The Principal s Nominee is experienced in the role. She oversees assessment practice and leads teachers with confidence. Student entries and results are closely managed to ensure that they are accurate and appropriate and are usefully analysed. Qualifications and course information is generally complete and up to date. Achievement data is well used to provide information to help make decisions on the future development of assessment goals. Internal moderation practice is robust and is monitored effectively by HODs. If a concern is identified by an external moderator, it is managed appropriately. The next steps are to develop and document a monitoring system to enable senior management to be assured that all internal moderation is complete before sending results to NZQA. The 2013 Managing National Assessment review identified no significant issues that prevent the school from meeting the requirements of the Consent to Assess Against Standards on the Directory of Assessment Standards Rules 2011 and its Guidelines. Based on the outcome of this assessment systems check, it is anticipated that the next Managing National Assessment review will be conducted within three years. 7
Managing National Assessment Report. Hamilton Christian School
Managing National Assessment Report 2014 Hamilton Christian School Managing National Assessment Report Hamilton Christian School Introduction The purpose of the Managing National Assessment (MNA) external
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand College of Early Childhood Education Limited Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report:
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Harrington\Vaughan Academy of Hairdressing Limited Highly Confident in educational performance Confident in capability in self-assessment Date of report: 3 September
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand Sports Turf Institute Limited Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 13 May 2015
More informationGuide to Requirements for Consent to Assess for Schools
Guide to Requirements for Consent to Assess for Schools August 2011 Guide to Requirements for Consent to Assess for Schools Part A Introduction Purpose of this guide This document is designed to assist
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Servilles Academy of Hairdressing Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 19 April 2012 Contents
More informationAR3400CA COURSE AND ASSESSMENT GUIDE NCEA LEVEL
toi ataata visual arts photography AR3400CA COURSE AND ASSESSMENT GUIDE NCEA LEVEL 3 2015/2 photography ar3400 teacher contact details When you first make contact with your teacher, please fill out their
More informationReport of External Evaluation and Review
Report of External Evaluation and Review NZTI Limited trading as New Zealand Training Institute Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report:
More informationReport of External Evaluation and Review
Report of External Evaluation and Review ICL Education Limited trading as ICL Business School Confident in educational performance Confident in capability in self-assessment Date of report: 9 March 2015
More informationReview of Special Assessment Conditions for National Certificate of Educational Achievement (NCEA)
Review of Special Assessment Conditions for National Certificate of Educational Achievement (NCEA) A report for the Ministry of Education and the New Zealand Qualifications Authority (NZQA) 7 March 2014
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Palmerston North School of Design Highly Confident in educational performance Confident in capability in self-assessment Date of report: 15 July 2014 Contents Purpose
More informationNCEA Level One Accounting. Otumoetai College
Student Course Guide NCEA Level One Accounting Otumoetai College Accounting is taught in Year 11 as an option which students will study over a period of one year for four periods per week. It is further
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand Tertiary College Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 30 November 2010 Contents
More informationMacleans College - POLICIES & DIRECTIVES
Macleans College - POLICIES & DIRECTIVES SECTION NO: 800 POLICY NO: 801 ISSUE DATE: 28/03/12 TITLE: ASSESSMENT ISSUE NO: PAGE: 5 1 OF 31 POLICIES AND PROCEDURES RELATING TO ASSESSMENT Notes 1 At all times
More informationVersion 2.0 July 2015. NZQA 125 The Terrace PO Box 160 Wellington 6140
Version 2.0 July 2015 NZQA 125 The Terrace PO Box 160 Wellington 6140 2 Table of contents 1. Introduction... 4 2. The New Zealand Qualifications Framework... 5 3. Quality Assurance... 6 3.1 Te Hono o Te
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Torchbearer Trust of New Zealand trading as Capernwray Bible School Confident in educational performance Confident in capability in self-assessment Date of report:
More informationPost-accreditation monitoring report: The Chartered Institute of Personnel and Development. June 2007 QCA/07/3407
Post-accreditation monitoring report: The Chartered Institute of Personnel and Development June 2007 QCA/07/3407 Contents Executive summary... 4 Accreditation conditions... 4 Observations... 5 Introduction...
More informationPre-Course Information
SPELD NZ Theory Certificate Course in Specific Learning Disabilities Online & Block 2016 Pre-Course Information Disclaimer The information contained in this handbook replaces all information contained
More informationDr Ruby Training College
Dr Ruby Training College We focus on those, who are from non-english, Asian background Certificate IV in Training and Assessment RTO: 32382 www.drrubytraining.com.au 01.2014 1 Introduction of Certificate
More informationPROGRAMME REGULATIONS. Programme Schedule. New Zealand Diploma in Business. 1 Regulations for the Diploma. 2 Programme Admission Requirements
PROGRAMME REGULATIONS Programme Schedule New Zealand Diploma in Business To be read in conjunction with the Diploma Generic Regulations. 1 Regulations for the Diploma This Schedule applies to the New Zealand
More informationAcademic Quality Assurance of New Zealand Universities
Academic Quality Assurance of New Zealand Universities A Joint Publication of Universities New Zealand Te Pōkai Tara & The New Zealand Universities Academic Audit Unit July 2011 1 Quality assurance in
More informationLecturer / Senior Lecturer- Nursing (Foundation)
Faculty of Health, Humanities and Science School of Nursing and Human Services Lecturer / Senior Lecturer- Nursing (Foundation) Position: Contract/Grade: Full Time Tenured Academic Staff Member (ASM) INTRODUCTION
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Quality Environmental Consulting Limited Confident in educational performance Confident in capability in self-assessment Date of report: 3 September 2014 Contents
More informationA guide for students considering secondary school study. Study in New Zealand
A guide for students considering secondary school study i Study in Coming to study in See: www.nzqa.govt.nz/studying-in-new-zealand SOME PHOTOS SUPPLIED BY TOTALLY WELLINGTON Study in 1 1 offers an excellent
More informationReport of External Evaluation and Review
Report of External Evaluation and Review School of Audio Engineering NZ Ltd trading as SAE Institute Highly Confident in educational performance Highly Confident in capability in self-assessment Date of
More informationRecognition of Prior Learning. Information Pack
Recognition of Prior Learning Information Pack In this pack. Introduction 1 Eligibility for RPL 2 People with Special Needs 2 Costs 2 Support Person 2 RPL Assessment Process 3 Submit Application 3 Preliminary
More informationReport of External Evaluation and Review
Report of External Evaluation and Review The Shepherd s Bible College Charitable Trust trading as The Shepherd s Bible College Confident in educational performance Confident in capability in self-assessment
More informationLecturer Accounting. Faculty of Commerce School of Business
Faculty of Commerce School of Business Lecturer Accounting Position: Contract/Grade: Full time, Permanent Academic Staff Member INTRODUCTION Christchurch Polytechnic Institute of Technology (CPIT), the
More informationAcademic Statute Unitec Statute Issue Date: 10 September 2015. Table of Contents 1. INTRODUCTION... 2. 1.1. Interpretation... 2 2. SCOPE...
Academic Statute Table of Contents 1. INTRODUCTION... 2 1.1. Interpretation... 2 2. SCOPE... 2 2.1. Purpose... 2 2.2. Application... 2 2.3. Principles... 3 2.3.1. Rangatiratanga - Authority and Responsibility...
More informationMaster of Teaching and Learning (MTchgLn) College of Education. Inspire. Education
Master of Teaching and Learning (MTchgLn) College of Education Inspire. Education 2015 Master of Teaching and Learning (MTchgLn) Ahakoa he iti, he pounamu Although it is small, it is greenstone About the
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand Film and Television School trading as The Film School Confident in educational performance Confident in capability in self-assessment Date of report:
More informationThis qualification has been reviewed. The last date to meet the requirements is 31 December 2018.
NZQF NQ Ref 1431 Version 4 Page 1 of 6 National Certificate in Business (Level 3) Level 3 Credits 46 This qualification has been reviewed. The last date to meet the requirements is 31 December 2018. Transition
More informationPRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
More informationThe Ecumenical Board of Theological Studies - A Review
Report of External Evaluation and Review Ecumenical Board of Theological Studies Confident in educational performance Confident in capability in self-assessment Date of report: 31 July 2013 Contents Purpose
More informationScots College. Assessment handbook -Short version- (NCEA and IB Diploma) Students and Parents
Scots College Assessment handbook -Short version- (NCEA and IB Diploma) Students and Parents 201 Please note: many of these guidelines are abridged. For a full version or if have any questions or require
More informationbusiness studies bs1000ca course and assessment guide ncea level 1
ngā akoranga umanga business studies bs1000ca course and assessment guide ncea level 1 2015 business studies (bs1000ca) teacher contact details When you first make contact with your teacher, please fill
More informationAcademic Staff Member Nursing
Faculty of Health, Humanities and Science School of Nursing and Human Services Academic Staff Member Nursing Position: Permanent; full time commencing April 2009 Contract/Grade: Academic Staff Member Grade
More informationProgramme Regulations for:
with majors in: Accounting (non NZICA/CPA), Accounting (NZICA/CPA), Business Transformation and Change, Event Management, Food and Beverage Management, Hotel Management, Human Resource Management, Innovation
More informationAQH-J1 ACCREDITATION OF PRIOR LEARNING (APL)
Quality Handbook AQH-J1 ACCREDITATION OF PRIOR LEARNING (APL) Version 8.0 June 2014 A. What is APL? APL is Accreditation of Prior Learning that is the process by which a student can obtain credit towards
More informationQuality Management Review
Quality Management Review Introduction New this year In order to maintain the integrity and currency of our annual review visits to BTEC centres, this process has undergone revision for 2015/16. This revision
More informationOtahuhu College Health Science Academy. Te Ara Whakamana Conference 01/07/14 Fiona Toloa Director/HOD 2010-2013
Otahuhu College Health Science Academy Te Ara Whakamana Conference 01/07/14 Director/HOD 2010-2013 Learning Objectives What is the purpose of the Otahuhu College Health Science Academy? What is it? How
More informationDigital Industries Apprenticeship: Assessment Plan. Infrastructure Technician. March 2016
Digital Industries Apprenticeship: Assessment Plan Infrastructure Technician March 2016 1 2 Digital Industries Apprenticeships: Infrastructure Technician Assessment Plan 1. General Introduction and Overview
More informationGuidelines for Competence Assessment
Guidelines for Competence Assessment Contents Introduction..........3 Purpose of the guidelines......... 3 Nursing Council documents which support competence assessment..3 Continuing competence requirements.4
More informationStandards for Registered Training Organisations (RTOs) 2015
Standards for Registered Training Organisations (RTOs) 2015 I, Ian Elgin Macfarlane, Minister for Industry, make this legislative instrument under subsection 185(1) and subsection 186(1) of the National
More informationVPQ Level 6 Business, Management and Enterprise
VPQ Level 6 Business, Management and Enterprise VPQ Level 6 Certificate in Business, Management and Enterprise The VPQ Level 6 Certificate in Business, Management and Enterprise is a 30 credit qualification.
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Pathways College of Bible and Mission Highly Confident in educational performance Confident in capability in self-assessment Date of report: 11 February 2016 Contents
More informationNational Certificate in Adult Education and Training (Level 5) with strands in New Zealand Environment, and International Environment
NQF Ref 0379 Version 3 Page 1 of 6 National Certificate in (Level 5) with strands in New Zealand Environment, and International Environment Level 5 Credits 59-60 Purpose The National Certificate in (Level
More informationHow To Evaluate And Review Flight Training Manawatu
Report of External Evaluation and Review Hawk Enterprises Limited trading as Flight Training Manawatu Highly Confident in educational performance Confident in capability in self-assessment Date of report:
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Business Management School Highly Confident in educational performance Confident in capability in self-assessment Date of report: 15 August 2012 Contents Purpose
More informationAssessment Procedures Glenfield College 2014 For the National Qualifications Framework
Assessment Procedures Glenfield College 2014 For the National Qualifications Framework Courses Introduction Teachers assess how well students understand different aspects of a course against national standards.
More informationte akoranga taha ture legal studies LG1000CA COURSE AND ASSESSMENT GUIDE NCEA LEVEL 1
te akoranga taha ture legal studies LG1000CA COURSE AND ASSESSMENT GUIDE NCEA LEVEL 1 2015 legal studies lg1000ca teacher contact details When you first make contact with your teacher, please fill out
More informationHonours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information
Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University
More informationInformation Pack. TAE40110 Certificate IV in Training and Assessment. Central Coast Community College. Shirley Street (PO Box 156), Ourimbah NSW 2258
TAE40110 Certificate IV in Training and Assessment Central Coast Community College Shirley Street (PO Box 156), Ourimbah NSW 2258 P: 02 4348 4300 I F: 02 4348 4345 E: info@cccc.nsw.edu.au I W: ww.cccc.nsw.edu.au
More informationUniversity of Cambridge: Programme Specifications ADVANCED DIPLOMA IN ENTREPRENEURSHIP
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationNational Certificate in Business (First Line Management) (Level 4) Level 4
NZQF NQ Ref 0649 Version 7 Page 1 of 7 National Certificate in Business (First Line ) (Level 4) Level 4 Credits 45 This qualification has been reviewed. The last date to meet the requirements is 31 December
More informationBachelor of Teaching (Early Childhood Education)
PROGRAMME REGULATIONS Programme Schedule Bachelor of Teaching (Early Childhood Education) To be read in conjunction with the Bachelor Generic Regulations. 1. Programme Schedule This Schedule applies to
More informationNational Certificate in Business Administration and Computing (Level 3) Level 3
NZQF NQ Ref 0633 Version 5 Page 1 of 7 National Certificate in Business Administration and Computing (Level 3) Level 3 Credits 60 This qualification has been reviewed. The last date to meet the requirements
More informationReport of External Evaluation and Review
Report of External Evaluation and Review The Salvation Army Booth College of Mission Confident in educational performance Confident in capability in self-assessment Date of report: 26 September 2012 Contents
More informationReport of External Evaluation and Review
Report of External Evaluation and Review ACG Yoobee School of Design Highly Confident in educational performance Confident in capability in self-assessment Date of report: 2 December 2014 Final Report
More informationBACHELOR OF INFORMATION TECHNOLOGY
BACHELOR OF INFORMATION TECHNOLOGY WELCOME TO OPEN POLYTECHNIC Whether you are looking to improve your career prospects, or just learn something new, we can help you achieve your goal. We specialise in
More informationThe New Zealand Qualifications Framework NEW ZEALAND QUALIFICATIONS AUTHORITY
The New Zealand Qualifications Framework NEW ZEALAND QUALIFICATIONS AUTHORITY Contents Section 1. The New Zealand Qualifications Framework 2 Purpose of the NZQF 2 Principles underpinning New Zealand qualifications
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Trinity Methodist Theological College Confident in educational performance Confident in capability in self-assessment Date of report: 21 May 2015 Contents Purpose
More informationTAE40110 Certificate IV in Training and Assessment
TAE40110 Certificate IV in Training and Assessment Qualification Description This qualification reflects the roles of individuals delivering training and assessment services in the vocational education
More informationHealthcare Heroes. Evaluating Pacific Healthcare Heroes in New Zealand. Seini Jensen and James Heimuli AES conference presentation 30 th August 2012
Healthcare Heroes Evaluating Pacific Healthcare Heroes in New Zealand Seini Jensen and James Heimuli AES conference presentation 30 th August 2012 PMA Pacific Health Workforce Pipeline Goal: Improved Pacific
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Acupuncture Associates Limited trading as New Zealand School of Acupuncture and Traditional Chinese Medicine Highly Confident in educational performance Confident
More informationOtahuhu College Health Science Academy. Fiona Toloa, Director of the Otahuhu Academy Seini Jensen, Evaluations Manager, PMA
Otahuhu College Health Science Academy Fiona Toloa, Director of the Otahuhu Academy Seini Jensen, Evaluations Manager, PMA October 2013 Otahuhu College Health Science Academy Aim: Deliver an excellent
More informationReport of External Evaluation and Review
Report of External Evaluation and Review Holistic Health Training Limited Highly Confident in educational performance Highly Confident in capability in self-assessment Date of report: 1 September 2015
More informationGuidelines for Providers of Teacher Education Courses and Qualifications that Lead to Teacher Registration
Guidelines for Providers of Teacher Education Courses and Qualifications that Lead to Teacher Registration June 2004 CONTENTS Foreword 3 INTRODUCTION 4 OVERVIEW OF EVALUATION PROCESS 5 Application 6 Panel
More informationGradDipTchLn (Primary) College of Education. Primary. Education
GradDipTchLn (Primary) College of Education Primary. Education 20 Graduate Diploma of Teaching and Learning (Primary) Primary Teaching Primary teaching (for Years 1 8, ages 5 13) allows you to use your
More informationReport of External Evaluation and Review
Report of External Evaluation and Review New Zealand College of Business Limited Confident in educational performance Confident in capability in self-assessment Date of report: 4 February 2015 Contents
More informationLearning & Behaviour Service TOOLKIT. Resource Teacher
Learning & Behaviour Service TOOLKIT Resource Teacher INTRODUCTION TO PROFESSIONAL PRACTICE SECTION This section of the toolkit describes what RTLB practice looks like. It describes how this practice
More informationASCENT OF MANAGEMENT 2014/15
NZIM QUALIFICATION PATHWAYS 2 NZIM Philosophy What is Ascent of Management? 3 NZIM management qualifications 4 Quality assurance 5 NZIM Ascent of Management staircase 6 NZIM Certificate Qualifications
More informationNZQF Programme Approval and Accreditation Rules 2013
Approved version NZQF Programme Approval and Accreditation Rules 2013 1. Authority 1.1 These Rules are made under section 253 of the Education Act 1989. 2. Commencement 2.1 These Rules commence on 1 January
More informationWELCOME TO OPEN POLYTECHNIC
FINANCIAL SERVICES WELCOME TO OPEN POLYTECHNIC Whether you are looking to improve your career prospects or learn something new, we can help you achieve your goal. We specialise in open learning learning
More informationEdexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)
Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) Specification Edexcel specialist qualification First teaching September 2010 Issue 2 Pearson Education Ltd is one of
More informationDigital Industries Apprenticeship: Assessment Plan. Cyber Security Technologist. April 2016
Digital Industries Apprenticeship: Assessment Plan Cyber Security Technologist April 2016 1 Digital Industries Apprenticeships: Assessment Plan 1. General Introduction and Overview The apprenticeship Standard
More informationFUNDED COURSES TRAINING & ASSESSMENT. TAE40110 Certificate IV in Training and Assessment
FUNDED COURSES TRAINING & ASSESSMENT TAE40110 Certificate IV in Training and Assessment Kiama Community College 7 Railway Pde, Kiama NSW 2533 P 02 4232 1050 F 02 4232 1051 E info@kcc.nsw.edu.au W www.kcc.nsw.edu.au
More informationQualification details
Qualification details Title New Zealand Certificate in Pharmacy (Specialist Technician) (Level 6) Version 1 Qualification type Certificate Level 6 Credits 120 NZSCED 060501 Health > Pharmacy > Pharmacy
More informationGUIDELINE (VET): VALIDATION AND MODERATION OF ASSESSMENT
GUIDELINE (VET): VALIDATION AND MODERATION OF ASSESSMENT 1 Purpose...2 2 Scope...2 3 Principles...2 4 Definitions...3 5 Continuous Improvement...4 6 Actions -Validation...4 7 The role of the VET Assessor
More informationCertificate in Business Administration [Level 4] 2016
Certificate in Business Administration [Level 4] 2016 For New Zealand Citizens & Permanent Residents The Certificate in Business Administration Level 4 is a qualification consisting of unit standards totaling
More informationRegistered Secondary teachers RPL APPLICATION TAE40110 CERTIFICATE IV IN TRAINING AND ASSESSMENT: ONLINE
Registered Secondary teachers RPL APPLICATION TAE40110 CERTIFICATE IV IN TRAINING AND ASSESSMENT: ONLINE Name of applicant: Postal address: Phone: Fax: Email: Declaration I declare that the information
More informationAPPLICATION TRANSITION FROM PROVISIONAL TO (FULL) REGISTRATION
Member of the Australasian Teacher Regulatory Authorities Inc. PO Box 3649, Rundle Mall SA 5000 Phone: (08) 8226 2666 Fax: (08) 8226 2667 Website: www.trb.sa.edu.au Email: info@trb.sa.edu.au APPLICATION
More informationNZQA registered unit standard 26968 version 1 Page 1 of 8. Apply knowledge of aircraft radio systems to the certification of aeronautical maintenance
Page 1 of 8 Title Apply knowledge of aircraft radio systems to the certification of aeronautical maintenance Level 6 Credits 30 Purpose This knowledge-based unit standard is one of a series intended for
More informationRelease: 1. TAEPDD501A Maintain and enhance professional practice
Release: 1 TAEPDD501A Maintain and enhance professional practice TAEPDD501A Maintain and enhance professional practice Modification History Version Comments TAEPDD501A Released with TAE10 Training and
More informationUniversity of Roehampton. Quality Assurance of School Partnership Training & Delivery
University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless
More informationMA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL
Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging
More informationLecturer in Psychology and Anthropology. A C 20,899-30,948 per annum, pro rata. Head of Sixth Form/ Director of Academic Studies
Post number: K139 Closing date: 10.00 pm, Sunday 20 th May 2012 Interview date: 28 th May 2012 We are committed to ensuring all individuals are valued and work in a safe environment, promoting the ethos
More informationfor Vocational Education and Training (KRIVET) but the findings are not included in this paper.
A Comparison of Quality Management approaches for the Training and Vocational Sector in Seven Countries Liz Bowen-Clewley, Competency International Ltd, New Zealand (liz@cil.co.nz) Karen Cooper, Competency
More informationAVA Level 6 Certificate in Healthcare Management is a 30 credit course
AVA Level 6 Certificate in Healthcare Management is a 30 credit course Unit Title Level Credit GLH Mandatory Units 6.1 International Healthcare Policy 6 15 60 Optional Units 6.2 Managing Quality and Service
More informationFINANCIAL SERVICES TRAINING PACKAGE FNB99
FINANCIAL SERVICES TRAINING PACKAGE FNB99 This is Volume 12 of a 13-volume set. This volume should not be used in isolation but in the context of the complete set for the Financial Services Training Package.
More informationFaculty of Education. School of Educational Partnership and Enterprise. Programme Specification. For. Masters in Teaching and Learning
Faculty of Education School of Educational Partnership and Enterprise Programme Specification For Masters in Teaching and Learning Definitive Course Document: Stage Two Approval Date: December 2009 1 Programme
More informationACC AUDIT GUIDELINES - INJURY MANAGEMENT PRACTICES
ACC AUDIT GUIDELINES - INJURY MANAGEMENT PRACTICES Guidelines to understanding the audit standards for the Injury Management Section of the ACC Partnership Programme Please note: There is a separate guideline
More information2. Quality Assuring National Competency Standards and Qualifications
Moderation as a Quality Management Tool Presented by Kari Miller 1. Introduction In New Zealand when the National Qualifications Framework (NQF) was set up it included as part of the implementation system
More informationEDI Level 3 Assessing Qualifications. EDI Level 4 Internal Quality Assurance Qualifications. EDI Level 4 External Quality Assurance Qualifications
Vocational Qualifications EDI Level 3 Assessing Qualifications EDI Level 4 Internal Quality Assurance Qualifications EDI Level 4 External Quality Assurance Qualifications Candidate Pack Effective from:
More informationHAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY
HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity
More informationReport of External Evaluation and Review
Report of External Evaluation and Review IT Training Limited trading as Information Technology Training Institute Confident in educational performance Confident in capability in self-assessment Date of
More informationNATIONAL STRATEGIC INDUSTRY AUDIT. TAA40104 Certificate IV in Training and Assessment
2010 NATIONAL STRATEGIC INDUSTRY AUDIT TAA40104 Certificate IV in Training and Assessment WESTERN AUSTRALIA FINAL REPORT June 2010 CONTENTS 1. Executive Summary 2 2. Background 5 3. Methodology 5 4. Findings
More informationBACHELOR OF APPLIED SCIENCE ARTS BACHELOR OF
BACHELOR OF APPLIED SCIENCE ARTS BACHELOR OF WELCOME TO OPEN POLYTECHNIC Whether you are looking to improve your career prospects or want to learn something new, we can help you achieve your goal. We specialise
More informationOxford Brookes University Faculty of Business / Abingdon & Witney College
Programme Specification Foundation Degree (Arts) Business, Management and Communications Valid from: September 2014 Oxford Brookes University Faculty of Business / Abingdon & Witney College 1 SECTION 1:
More informationCONSTRUCTION HEALTH AND SAFETY, AND INJURY PREVENTION Research and develop accident and incident investigation procedures on construction sites
1 of 7 level: 4 credit: 4 planned review date: December 2003 sub-field: purpose: Construction People credited with this unit standard are able to: research accident and/or incident investigation and reporting
More information