The following report gives feedback to assist assessors with general issues and trends that have been identified during external moderation of the internally assessed standards in 2022. It also provides further insights from moderation material viewed throughout the year and outlines the Assessor Support available for Technology, Digital Technologies, & Graphics and DVC.
Click here to read about Technology
Assessors may access these FREE online resources at any time and at no cost using their Education Sector Logon.
Bite Sized modules
These are subject-specific, self-enrolled, self-paced modules focusing on a variety of subjects and standards. These modules are intended to be short bursts of information and activities focusing on particular aspects of Achievement Standards. The modules can take up to 60 minutes to complete, and assessors can access the materials and activities as many times as desired.
Short courses
Short Courses contain more content, and can take up to 120 minutes to complete.
Just like the Bite Sized Modules, they’re free and can be enrolled in at any time. These modules can all be paused, resumed and then completed at participant’s own pace.
Online Making Assessor Judgements
These are introductory workshops that provide assessors with support to make and justify assessment decisions confidently and reliably by examining real examples of student work.
The workshops are divided up into modules covering two or three standards, and have various activities and resources focusing on key aspects of making assessment decisions in the chosen Achievement Standards.
Transforming Assessment Praxis (TAP)
TAP is aimed at providing assessors with strategies to modify existing resources, and to explore different and valid ways of collecting evidence.
The workshop features activities, videos and professional readings, and encourages feedback from colleagues via formal and informal collaboration. The content is geared towards practical, research-based ideas and resources.
TAP is designed to use the self-reflection and discussion of participants as an important catalyst for change. This workshop allows for participants to learn and then trial assessment strategies that they can easily implement with their learners.”
See the catalogue of all of the available learning content
These resources are available on NZQA’s Learning Management System (LMS), Pūtake.
You will need to use your Education Sector Logon (ESL). The Delegated Authoriser in your school will need to assign you a NZQA LMS Teacher role for you to be able to access Pūtake, or they can invite users to enrol who are not on your current school list.
You can self-enrol, choose which resources or activities are of most relevance to you, and then work at your own pace to do as much as you need.
The Spotlight videos below show instructions for accessing Pūtake, and a tour of some of the available content.
High-rise hog farms have sprung up nationwide as part of Beijing’s drive to enhance its agricultural competitiveness and reduce its dependence on imports.
Professor Carol Mutch, University of Auckland / Waipapa Taumata Rau
Education Commissioner for the New Zealand Commission to UNESCO
Carol Mutch has spent the last decade researching the role of schools in disaster and crisis contexts. Her work has spanned six countries: New Zealand, Australia, Japan Vanuatu, Samoa and Nepal. She has studied earthquakes, tsunami, bushfires, cyclones, floods and, most recently, the Covid-19 pandemic. Her over-arching research finding is that schools play a significant role in the response and recovery phases of traumatic community and national events. While this role is often taken for granted, it is under-recognised and under-acknowledged. Schools step up quickly and are still supporting students, families and communities long after the cameras have gone – and often to the detriment of staff’s physical and mental health.
