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Why did the ministry allow NCEA to be so interpretive, as in the opportunity for reassessment? Surely this ambiguity was sure to be controversial and unfair...

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Myths

"A resubmission must be offered to all students".

"I can show students what they should fix up".

"I can offer multiple resubmission opportunities, element by element, for unit standards".

"A student cannot be awarded anything higher than Achieved for a resubmission".

"All students should be given 30 minutes to complete their resubmission".

Facts

• A resubmission:

is offered to an individual student who is at a grade boundary to confirm the grade

can only be offered after final submission of a grade awarded (feedback can be given before the grade is awarded)

should only be offered where a teacher judges the student should be capable of discovering and correcting a mistake themselves in a timely fashion

should be limited to specific aspects of the assessment

can be offered after either the first or further assessment opportunity, or after both.

• Teachers may give only general advice.

• Further teaching and feedback cannot occur between the final submission date and the resubmission.

• A student must have access to any grade - Not Achieved, Achieved, Merit, and Excellence.

• No more than one resubmission can be provided per assessment event.

• The length of time provided for a resubmission depends on the context of the assessment.

• Industry Training Organisation resubmission rules differ. You need to follow the rules of the standard-setting body.

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Is there any effort to stop teachers/departments withdrawing students from standards in order to falsely inflate their pass rates?

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Doesn’t the perception still exist that NCEA is an easier pathway?

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What is the reasoning behind schools applying a Cambridge/norm-referenced framework to the NCEA standards? (i.e. A set of internals and a set of externals for each subject is usually a general expectation for students.) What can be done about educating teaching professionals on utilising the flexibility (and arguably, creativity) offered by NCEA? How do we diffuse the stigma around the quality of a certificate made up of internally assessed subjects?

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What is the reasoning behind schools applying a Cambridge/norm-referenced framework to the NCEA standards? (i.e. A set of internals and a set of externals for each subject is usually a general expectation for students.) What can be done about educating teaching professionals on utilising the flexibility (and arguably, creativity) offered by NCEA? How do we diffuse the stigma around the quality of a certificate made up of internally assessed subjects?

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What is a multi-field qualification and what are its alternatives?

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What is a multi-field qualification and what are its alternatives?

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How has the relationship between the MoE and NZQA changed?

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How has the relationship between the MoE and NZQA changed?

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What was the formal process by which the community were able to feedback on, and in turn influence change to, the then newly introduced assessment framework?

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p.100. States that there was a “perception” of an easy pathyway to passing NCEA. Why do they emphasise perception? It seems a fair call for the time

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p.100. States that there was a “perception” of an easy pathyway to passing NCEA. Why do they emphasise perception? It seems a fair call for the time

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What was  the international influence in adopting NCEA?

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What was  the international influence in adopting NCEA?

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What changes have been made to the NCEA system
since this text was written?

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Why would we not expect to see a higher level of variation in a scenario where marks are given to separate students doing separate standards without aggregating the results and why is this not a desirable outcome?

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How successful have the NCEA realignments been? Many of the issues outlined in the article still seem relevant now.

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In response to the moderation question, aren't students work selected at random now to be externally moderated? rather than the teacher selecting specific students work

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Which of the problems or issues discussed in this article are still problematic?

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How can we stop schools cheating as it still happens. Schools pull students from exams to moderate their own grades or allow endless resubs. We are not getting accurate pictures of schools at all - or what students can actually do.

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How can we stop schools cheating as it still happens. Schools pull students from exams to moderate their own grades or allow endless resubs. We are not getting accurate pictures of schools at all - or what students can actually do.

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What has been done about NZQA’s moderation system?

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There are still unit standards that cover same or similar material to achievement standards. Would this not suggest that unit standards are the "easy" way through NCEA, as there would be no reason why students could not sit the external and gain an achieve the same way you could achieve in the internal.

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How do we temper our desire for our students to achieve, alongside our school's expectation that students achieve, with the strict guidelines around reassessment opportunities. I've noticed that the new tighter guidelines around resubmits tend to be subverted in an effort to "get students over the line." This feels uncomfortable from a personal ethics perspective. This also problematic from a deadlines perspective, as students are given extension after extension in the desire to boost school results. The concept of a deadline and the subsequent consequences of missing deadlines don't exist in the minds of students.

- Apoplectic at Avondale.

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What has been done about the issue of resubmissions

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Is there a risk that concerns over variability in the proportion of Merit and Excellence grades being awarded could end up leading us back to a norm-referenced system? What level of variation is acceptable within a standards based system?