Managing National Assessment Report 2013 Elim Christian College
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
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
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 2012. 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
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
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
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