NZQA has developed new Evidence Gathering Templates to support schools to collect evidence from the learning and skills students may have gained through their experiences during and after the COVID-19 lockdown and credential this learning.
Evidence gathering for external assessment [DOCX, 34 KB]
There is also guidance available on how to use these templates, along with information on the Employability Skills Framework:
On this page
Employability skills standards
| Standards | Related skills, competencies and knowledge |
|---|---|
|
|
|
|
|
|
|
Scoping examples
This scoping is based on an example where we identified some unit standards for which all schools have consent to assess, they appear to be relevant for the situation and the majority of them had high achievement results across years 11, 12 and 13 in 2019. These are not the only relevant standard and some other standards may be more or equally relevant.
What evidence could be collected and be used in these situations?
To meet the criteria in the Evidence Gathering Templates school could collect evidence from prior learning as illustrated in the scenarios below:
Scenario 1
As a student during the lockdown period, I worked part time in a grocery shop.
I have gained the following skills and knowledge: how to recognise different behaviours in the workplace, how this behaviour relates to the employment relationships (rights and obligations), what the health and safety obligations are with the workplace requirements, the impact of my personal presentation in terms of meeting the workplace requirements, how to do a calculation for a specified work I was doing.
I would like this to be recognised through credentialing me for some of the unit standards listed within the table.
Possible evidence:
- interview with employer
- reference from employer
- checklist of skills completed by employer.
Scenario 2
As a student during the lockdown period, I looked after myself most of the time.
I have gained the following skills and knowledge: about purchasing food and other essentials for my household, looking after budget allocated for spending on these purchases, identifying and managing stress during the lockdown period.
I would like this to be recognised through credentialing me for some of the unit standards listed within the table.
Possible evidence:
- interview with family members
- verbal or video conversation with student, asking about experiences during lockdown
- written description of experience.
Scenario 3
As a student during the lockdown period, I was involved in my community.
I have gained the following skills and knowledge: about planning and engaging with my community that involved working within timelines and milestones, budget, organising community members for different tasks and dealing with constraints as they occur.
And I would like this to be recognised through credentialing me for some of the unit standards listed within the table
Possible evidence:
- speaking to other community members
- verbal or video interview with student about their experiences
- written description of experiences.