08 Assessment

8.1 Quality Assurance Standards 8.2 Clusterered Modules 8.3 Pass with Merit 8.4 Selective Testing 8.5 Moderation 8.6 Resits 8.7 Conceded Passes

8.1 Quality Assurance Standards

8.1.1 Papers of the programme will be internally assessed by ITPs, monitored by each ITP’s appropriate body and moderated by a process approved by NZQA. 8.1.2 ITPs will assess to a uniform national standard as approved by NZQA. 8.1.3 In devising assessment procedures the following points must be born in mind: > Assessment should be based on the performance of students in the application of relevant knowledge and skills. > The overall assessment for any module should provide an adequate test for the attainment of the learning outcomes specified. > There should be a reasonable balance between different in-course assessments (practical and theoretical). 8.1.4 To achieve an overall pass in a module, a student should be expected to pass each assessment. 8.1.5 Each module will be given as a Pass or Pass with Merit, the latter indicating achievement of a previously defined higher level of performance in that module. As a guideline, if a knowledge-based module was being assessed by a test, a level of 80% should be required to indicate mastery (a Pass) and 95% or above would indicate pass with merit. In a more practical module (e.g. programming), a student will be expected to complete extra work, which is an extension over and above the basic assessment requirements to gain pass with merit. 8.1.6 If a module consists of several assessments, the student would normally be expected to demonstrate the required skills and knowledge in each assessment in order to gain a Pass for the module.

8.2 Clusterered Modules   top

8.2.1 It is frequently desirable for modules to be clustered together for the purposes of scheduling and teaching. In some cases a single assessment item may relate to a cluster of more than one module. Wherever practicable, assessments of this type should be designed so that performance in each module can be easily distinguished. 8.2.2 In some cases, it may be desirable to assess a cluster of modules in such a way that this distinction is not clear. Prior approval must be given by the ITP’s appropriate body for such merged assessments to be given, with clear criteria for the awarding of less than the complete cluster, if this is to be permitted. For example, a lower percentage mark may be allowed as a partial pass. Care must be taken not to disadvantage students who may deserve to be awarded part of a cluster.

8.3 Pass with Merit   top

A Pass with Merit cannot be achieved through a resit of any test, assignment or practical within a module.

8.4 Selective Testing   top

Given the volume of information within a programme, an expectation of total mastery of every item is unrealistic to assess: students should be given assessments that test a minimum of 60% of the content of modules that are heavily knowledge-based (mostly of the highest level of C). Selective mastery of skill-based modules (highest level mostly A or P level) should cover a minimum of 80% of the module content. The selection of what to assess and how best to assess it is part of the professional responsibility of tutors/lecturers, and providing appropriate moderation procedures are in place internally and externally, good standards will be maintained.

8.5 Moderation   top

8.5.1 NZQA shall ensure that a national standard is maintained for Pass and Pass with Merit through a moderation process to be undertaken by ITPs. This process will involve a cross-checking of standards by other ITPs offering the programme. It is expected that this will take the following forms: > Internal moderation by tutors within the institution. > External moderation by tutors from ITPs co-ordinated by NACCQ. This would involve consideration of all assessments for a selection of modules (all modules to be covered at least once every 3 years), looking at: > Assessment schedules. > Coverage of prescription material. > Level of assessment. > Layout of assessment. > Appropriate use of a variety of assessments. > Marking schemes. > Model answers. 8.5.2 A Moderation Assessment Sheet would be completed by the external moderator, which would be kept by the ITP and produced at the next accreditation visit. NZQA would retain the right to view the results of such moderation at any time for any module. 8.5.3 Refer to the NACCQ web site and to Appendix F for the Accreditation and Moderation Action Plan. http://www.naccq.ac.nz/qualifications.html?page=2

8.6 Resits   top

8.6.1 Failure in any one of the modules, which contribute to a qualification should not mean that a student automatically has failed. ITPs may therefore propose systems whereby students may redeem a failure through a resit process. 8.6.2 A mechanism that allows a student to retake the appropriate in-course and/or end-of-period examination assessments in order that they may be given a chance of redeeming failure by indicating eventual achievement of the relevant objectives. 8.6.3 A "resit" may be the: > Retaking of a whole test or exam. > Retaking of part of a test or exam (if it covered more than one subject and questions relating to only a single subject must be resat). > Resubmission of a written assignment, project or practical work. 8.6.4 Students should see resits as the exception rather than the rule and resits should be limited in extent. Each provider must ratify the resit procedure to be used. This should include the number of attempts a student may have for a given assessment, the time frame within which resits must be completed, how resits are applied for, criteria for eligibility to have a resit and maximum number of resits per module. 8.6.5 Each ITP will have its own policy in this regard. An example of one ITP's policy (as stated in the student handbook) is as follows: > Students are expected to pass assessments on the first attempt as the general rule. > Students who have made a genuine first attempt (minimum 35% grade) or have a documented reason for not completing the assessment (eg. Doctor's note) are automatically entitled to 1 resit, undertaken in the student's own time and when it suits the tutor. This would normally be within 2 weeks. > Because some modules require completion of skills within a time limit, resits for some modules will require the student to complete extra work. > Students who fail a resit are not automatically eligible for a second resit: they must apply in writing to the programme controller who will decide if another resit is permissible, and the conditions under which it should occur. If the student is refused a second resit and feels this is unjust they may appeal to the appropriate committee. > No more than 2 resits per module are allowed - if the student has still not gained a pass they are required to redo the module. > A maximum of 7 resits in total across all modules, per year, is allowed.

8.7 Conceded Passes   top

8.7.1 A Conceded Pass may be given for a single module where that module has been narrowly failed, and there is ample evidence that marginal failure is compensated by a good overall performance. 8.7.2 A student should generally have made a concerted effort to gain a pass in the module. (A special case may be made however for a student who may, through some physical disability; e.g. colour blindness, be unable to attempt an assessment). 8.7.3 Conceded Passes are given only with the agreement of the appropriate committee and should be limited in nature (e.g. no more than 1 per student; only a small percentage of students would be likely to gain a conceded pass in any one year). 8.7.4 Conceded Passes should not be proposed where significant weaknesses exist in respect of important programme objectives: therefore, NO conceded passes can be given for level 7 modules. 8.7.5 An application for a Conceded Pass may come from either the student or a tutor, and should be made to the appropriate committee. All such applications should normally be considered at the end of the student's programme, when all (other) CIC, DipICT L5, DipICT L6, and NDBC modules are completed. 8.7.6 A conceded pass shows on the student's record with a grade of "C" and (for the purposes of determining eligibility for awarding of the qualification with Distinction) counts as a Pass, not a Pass with Merit. 8.7.7 ITPs may wish to adopt a set of procedures based on this model and modified on the basis of experience.