National Moderator's Reports

Mar 2019

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The following report gives feedback to assist assessors with general issues and trends that have been identified during external moderation of the internal Te Reo Māori standards in 2018.

It does not clarify specific standards but provides further insights from moderation material viewed throughout the year.

Contents

Volume of Evidence Produced

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Some students produce an excessive volume of evidence. Students are not required to submit evidence beyond the criteria of the standard. It is appropriate for teachers to guide students to produce succinct evidence in response to the achievement criteria of the standard.

The volume of evidence in Te Reo Māori is satisfactory at all levels. The majority of students at Level 3 meet the recommended length of 600 words for 91654 and the five minute speaking length for 91651. This provides students with sufficient opportunities to demonstrate a variety of language skills at Curriculum Level 8.

The ‘Clarification of grammar levels’ document provides language expectations at each curriculum level. This document can be accessed from the Te Reo Māori subject page on the NZQA website.

Excellence at Level 3

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There is some inconsistency in awarding Excellence. When making assessor decisions regarding Excellence, consideration needs to be given to the overall quality of the evidence. This is critical when making a judgement at the Merit/Excellence boundary.

For topics that require research, responses at Excellence should include analysis or evaluation of the research material. For example, 91654 requires students to research a significant Māori leader or a significant event. Successful student evidence contains explanations of why/how the selected person or event was significant, at a national level. This allows them to express and justify a point of view.

Guidelines concerning expectations for the development and justification of ideas is available in the Clarification for this standard, which can be accessed from the Te Reo Māori subject page on the NZQA website.

Asking for an opinion is one successful way of eliciting analytic evidence. For example, ‘Why do you consider Te Puea the greatest Māori woman of her time?’ or analysis, ‘How important was Te Puea to the re-emergence of the Kingitanga?’ Another approach, for example, could be to discuss the view that Apirana Ngata was a role model for future leaders.

Group Work

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Group work is an acceptable form of assessment, if appropriate to the standard. When submitting group work for moderation, the teacher needs to ensure there is evidence that each student has met the standard.

The contribution of each student can be tracked and presented in a variety of ways, such as written record of teacher observation, the division of workload into clearly defined tasks, a student worklog or video diary, recordings of teacher/student conferences, etc.

Group work could be appropriate for research related tasks in 91651 or 91654. For example, students can research the topic in groups and use the findings to produce an individual presentation or contribute to an interaction for 91651, and produce a crafted text for 91654.

Occasionally there are group presentations. Where there are two or more people in a task, students should be reminded of the appropriate time requirements. This ensures that their contribution to the interaction will provide sufficient evidence for an individual grade.

Integrated Assessment of Standards

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This refers to assessing multiple standards via one submission of student evidence. The assessment of standards may be integrated either within a subject or across subjects.

For external moderation, if the assessment is across subjects and the student evidence is physical, it can be sent on to the next subject moderator/s if required. If it is an online submission, the student evidence can be uploaded for each standard being moderated.

While it is possible to integrate Te Reo Māori with other subjects, integrated assessments across subjects are rarely seen. Assessors could combine, for example, the History standard 91435 as one of the two writing tasks required for 91654. While there is an overlap with the context (Analyse an historical event, or place of significance to New Zealanders), the task instructions would need to ensure that the specific requirements of both standards are being met.

Within the subject, a learning context can provide language for more than one standard. As each standard assesses a different skill, the evidence should reflect this. For example, the text of a spoken presentation should not be used as evidence for crafted writing without modifications to reflect the different audiences.

While the context can be the same, and the language similar, the purpose of the writing should be different. For example, a student might do their own version of a well-known pakiwaitara, and then in the crafted writing produce a persuasive argument about the value of learning traditional myths and legends.

Listening Standards

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These submissions produced some very good examples using modified Te Kete Ipurangi (TKI) listening activities. Sufficient details had been changed to the activities to ensure authenticity. The assessment schedule included fully developed evidence statements for each level of achievement. This made it clear how assessor judgements have been made.

Where teachers have created their own assessment activities, successful examples have language which reflects the curriculum level and allows students to meet an Achievement Objective at the appropriate level.

Speaking Standards

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While the number of students choosing to produce interactions is low compared with other speaking text types, the quality of the interactions improve as students express themselves with other people. The best examples are those where students are familiar with the context and the communication is natural, rather than relying on a scripted role play which is rote learnt. For example, at level one students may be speaking about a real, recent experience or a future plan.

Having two students interacting provides opportunities for active participation. Where there are more than two people, often one participant is more passive or becomes the person who only asks questions. Characteristics of the natural use of language strategies include features such as seeking clarification, self-correcting, making mistakes, and pausing while thinking.

An interview, especially with a teacher, rarely provided students with sufficient opportunity to participate in an active manner. The teacher tended to control the process through the use of questions. Where the questions are ‘closed’, requiring a ‘yes’ or ‘no’ response, there was limited opportunity to keep the interaction going.

 
 
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