• February 2023
• February 2022
• February 2021
• February 2020
• March 2019

February 2023

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 Mathematics & Statistics.

Contents

• Insights
• Assessor Support
• Contact NZQA

Insights

91581: Investigate bivariate measurement data

Investigating bivariate measurement data involves showing evidence of using each component of the statistical enquiry cycle.

Evidence that met the requirements of the standard used a given multivariate data set to pose an appropriate relationship question to investigate. This involved selecting and using appropriate displays, identifying features in the data, describing the nature and strength of the relationship in context, using the model to make a prediction in context, and communicating findings in a conclusion.

The standard was met when there was evidence of the following: appropriate contextual knowledge informing both the purpose and the relationship question, and statistical understanding being demonstrated throughout the statistical enquiry cycle. An appropriate relationship question asked “What was the relationship… (between the two variables being investigated).” Statistical understanding required creating a scatter graph and using a visual inspection of the data to describe features, prior to fitting a model. Features included the strength and direction of the relationship, with the uncertainty associated with the direction of the relationship being acknowledged. Evidence of a prediction in context for at least one value of the explanatory variable was also apparent, as was a conclusion that addressed the purpose and answered the relationship question posed.

91580: Investigate time series data

Investigating time series data involves showing evidence of using each component of the statistical enquiry cycle.

Evidence that met the requirements of the standard used an existing data set to investigate a selected variable. This involved selecting and using appropriate displays, identifying features in the data, finding an appropriate model, using the model to make a forecast, and communicating findings in a conclusion.

The standard was met when there was evidence of the following: appropriate contextual knowledge informing the purpose and the selection of the variable to investigate, and statistical understanding being demonstrated throughout the statistical enquiry cycle. Statistical understanding required a quantitative description of the trend in context using the smoothed data and an appropriate description of the seasonal pattern. There was also evidence of a conclusion that addressed the purpose and summarised the findings of the investigation. 

91582: Use statistical methods to make a formal inference

Using statistical methods to make a formal inference involves showing evidence of using each component of the statistical enquiry cycle.

Evidence that met the requirements of the standard used a given multivariate data set to pose an appropriate comparison question to investigate. This involved selecting and using appropriate displays, discussing sample distributions, discussing sampling variability, including the variability of estimates, making an appropriate formal statistical inference, and communicating findings in a conclusion.

The standard was met when there was evidence of the following: appropriate contextual knowledge informing both the purpose and the comparison question and statistical understanding being demonstrated throughout the statistical enquiry cycle. An appropriate comparison question asked “What is the difference… (between the two population parameters being investigated).” This also involved the population under investigation being described correctly and the response variable selected being continuous. Statistical understanding required discussing sample distributions, consistent with the expectations of a response at curriculum level eight. Additionally, sampling variability would be appropriately communicated, the bootstrap confidence interval described, and the question answered correctly.

In responses that met the standard there was also communication identifying if a difference between the population parameters existed, a consistent understanding of uncertainty demonstrated, and correctly identified population parameters, variables, and population. A conclusion that addressed the purpose and answered the comparison question posed was also included.

91583: Conduct an experiment to investigate a situation using experimental design principles

Conducting an experiment to investigate a situation using experimental design principles involves showing evidence of using each component of the investigation process.

Evidence that met the requirements of the standard used experimental design principles. This involved posing an investigative question about a given experimental situation, and

selecting and appropriately using and communicating the design principles identified in Explanatory Note 3 when planning the experiment. The experiment was then conducted, with data being collected and issues arising from this process being recorded. After the data collection phase, evidence included making a formal (causal) statistical inference and communicating findings in a conclusion.

The standard was met when there was evidence of the following: appropriate contextual knowledge informing both the purpose and the investigative question and statistical understanding being demonstrated throughout the statistical enquiry cycle. The investigative question needs to be about the effect of the treatment used in the experiment. Statistical understanding requires evidence of a clearly communicated plan. This involves the experimental units and the treatment and response variables being identified and an adequate description explaining how the experimental units being randomly allocated to the treatment or control groups. The formal statistical inference needs to be a causal inference that is consistent with and based on the strength of the evidence from the re-randomisation of the experimental data. A conclusion that addresses the purpose of the experiment is also required. This includes evidence explaining that careful consideration needed to be given as to which wider groups the conclusions may apply, due to the experimental units not being randomly selected.

91574, 91575, 91576, 91587

Applying linear programming methods in solving problems, applying trigonometric methods in solving problems, using critical path analysis in solving problems, and applying systems of simultaneous equations in solving problems all involve showing evidence of using a selection of methods given in Explanatory Note 4 of each standard. 

For all standards, evidence that met the requirements used a selection of methods to investigate a given situation. This involved selecting and using methods, demonstrating knowledge of concepts and terms, and communicating using appropriate representations.  

All the standards listed above were met when the problems being solved provided sufficient scope for students to demonstrate and develop their own thinking. This occurred when the assessment task allowed students to make their own decisions about what to do and how to solve problems, allowing students more opportunity to achieve.  

Assessor Support

Online

NZQA’s learning management system (Pūtake) offers 150+ easy to access courses, materials and products. These are designed to support teachers as assessors to improve their assessment of NCEA standards.

Online, subject-specific, bite-sized learning modules and short courses are now available to complement the traditional face-to-face workshops that NZQA offers. These online courses can be accessed using your Education Sector Logon. Courses available for Statistics include:

• 91035 Inferential Reasoning
• 91264 Inferential Reasoning
• 91265 Planning the experiment
• 91582 Inferential Reasoning
• Level 3 Statistical Investigations
• Level 3 Understanding Variables and Displays
• Developing Levels of Thinking
• Using Technology during Assessments

Online Making Assessor Judgements workshops are also available throughout the year. These workshops are structured to guide teachers to improve their understanding of each grade level by examining several full samples of student work. The following standards are available for enrolment in 2023:

• Making Assessor Judgements (91264, 91582)
• Making Assessor Judgements (91257, 91575)

Feedback from teachers for these workshops indicates that more than 90% of participants agreed or strongly agreed that the content in the module was beneficial:

“This would be a really good department exercise to do in a meeting before marking the standard.”

“I found reading and analysing the extracts for evidence against Level 8 in the curriculum very useful.”

In 2023, Statistics teacher-assessors will have the opportunity to participate in the Phase Two pilot for the Assessor Practice Tool, which enables assessors to practice making judgements on up to ten samples of student evidence per standard. Once assessors have assigned a grade, they will receive immediate feedback from a moderation panel on their judgement. NZQA are piloting the Assessor Practice Tool with the following standards for Statistics:

• 91580: Investigate time series data
• 91582: Use statistical methods to make a formal inference

The Assessor Practice Tool will be used to provide assessors with support for the new NCEA standards from 2024 onwards. Schools will receive further information about Phase Two of the Assessor Practice Tool in early 2023.

NZQA will continue to offer several non-subject-specific modules and workshops, designed to improve general assessment practice. The following modules and workshops will be available in 2023:

• Assessment Approaches, an online workshop exploring different methods of assessment
• Culturally Responsive Assessment
• Assessment Guidance – Reviewing Your Practice
• Tāku reo, tāku mahi – My voice, my work, a guide to managing authenticity
• Why Less is More, a guide to reducing volumes of student evidence

We will also continue to run the Transforming Assessment Praxis programme, an online workshop relevant to all subjects which helps assessors learn about re-contextualising assessment resources and collecting evidence in different ways, in order to better meet the needs of students.

Check the NCEA subject pages on the NZQA website regularly, as more online modules, workshops and courses will be added throughout 2023.

Live and Face-to-face

The Best Practice Workshops (online and face-to-face) offered by Assessment and Moderation continue to be viewed by the sector as significantly contributing to improved assessor practice:

“The workshop helped to review my own knowledge, and great to share ideas."

“It was great having time to challenge my thinking in assessment."

Workshops, webinars or presentation slots can be requested to provide targeted support to local, regional or national audiences. National Moderators are available to present at conferences, local or national hui or via live webinars. These services are available on request and subject to availability.

Contact NZQA

More detailed information, including how to request or register for a workshop or online course, can be found on our Assessor Support pages or by emailing workshops@nzqa.govt.nz.

To give feedback on this report click on this link.