external and internal moderation: the other side of …...external and internal moderation: the...
TRANSCRIPT
External and internal moderation:
The other side of the story
Tahera AfrinLecturer
Early Childhood Education
Tertiary
Education
Organisation (TEO)
Private
Training
Establishment (PTE)
New Zealand
Qualifications
Authority (NZQA)
Assessments Learning Outcomes
Learning Outcomes
Elements or Outcomes
Performance Criteria (PC) or
Evidence Reuriements (ER) /k.e.
Activities of moderating assessments
Pre-Moderation Moderation
External
Moderation
Post-Moderation
Internal
Moderation
Research Objectives
To identify and share the common issues
To suggest recommendations for effective
moderation
Research Methodology
•Qualitative – Case Study
•Purposive sampling
•Ethics Approval
•9 Unit Standards-National Certificate in Early
Childhood Education and Care (Level 5)
•Research tool:
•1) Content Analysis and 2)Interviews
• Inductive Data Analysis
Field, sub-field and domain Unit
Standard
Number
Unit Standard Title Level Credit
Education > Early Childhood Education and
Care > Early Childhood: Professional
Practice
9293 Describe and reflect on expectations, and develop own
philosophy, of professional practice in an ECE service
6 6
Education > Early Childhood Education and
Care > Early Childhood: Educational
Theory
and Practice
10025 Demonstrate knowledge of protection for young children from
abuse
3 2
Sciences> Home and Life Sciences> Food
Technology and Nutrition
6632
Apply knowledge of age-related nutrition needs in providing food
for a child
2 5
Education > Early Childhood Education and
Care > Early Childhood: Educational
Theory
and Practice
9321 Practise safe supervision of young
children in an early childhood setting
5 3
Education > Early Childhood Education and
Care > Early Childhood: Educational
Theory
and Practice
10029 Demonstrate knowledge of theories of human
development across the lifespan and their relevance to
ECE practice
6 10
Education > Early Childhood Education and
Care > Early Childhood: Professional
Practice
9297 Discuss and reflect on maintaining own health,
wellbeing, cultural safety and professional integrity in an
ECE service
6 5
Education > Early Childhood Education and
Care > Early Childhood: Educational
Theory
and Practice
9301 Demonstrate knowledge of DOPs (1-5) for learning and
development
in a chartered EC service
5 6
Education > Early Childhood Education and
Care > Early Childhood: Educational
Theory
and Practice
9324 Develop emergency plans and procedures for early childhood
settings5 4
Early Childhood Education and Care >
Early Childhood: Family,
Whānau, Community, and Society
9332
Facilitate early childhood education and care arrangements with
whānau/family 6 5
Contents
9 NZQA Prescriptions
9 assessment booklets (old)
9 assessment booklets (new)
9 student information Booklets (old)
9 student information Booklets (new)
9 external moderation reports from previous year
18 moderation meeting reports
Interviews
To discuss issues identified in Content Analysis
Participants Gender Ethnic group Experience
in
NZ
TEO
Experience
in the
selected
PTE
Type of
contract
P 1 Female Tongan 1yr.
3mths
3 months Full-
time
P 2 Female European 10 years 5 years Part-
time
P 3 Female European 2.5 years 2.5 years Casual
P 4 Female European 7 years 1.5 years Part-
time
P 5 Female European/
English
6.5 years 6.5 years Full-
time
Findings- Issues and recommendations
Issues from Content Analysis
(Research tool 1)
Issues from Interviews
(Research tool 2)
Recommendations from content analysis and
interviews
Findings – Content Analysis
Prescription Issues
Internalization
issues
People issues
Issues
Prescription Issues
Level
Special notes-Explanatory notes
Elements-Outcomes
Performance Criteria- Evidence Requirements
Range
Internalisation Issues
Assessment schedule
(Evidence and judgements)
Task development (Level, special notes)
Task instructions
(Range, Quantitative and qualitative statements)
Formatting
Information booklet for the students
People Issues
Workload of teaching staff
Workload of learners
External moderator: Emphasis and
interpretation
Findings from Interviews
Conceptuali.e. Student
A, B &C
Realistici.e. Theory-
Practicum
Ethicali.e. Special Note
Preparatoryi.e. Experience/
Training
Structural i.e. NZQA Assistance
in pre-moderation
Organisationali.e. Staff induction
Recommendations/ Considerations
For lecturers
For TEOs
For NZQA
Recommendations for lecturers
Discussion works!
Organisational strategies and individual
strategies
5 prescription issues in pre-moderation
Recommendations for TEOs/PTEs
Identify the responsibilities
Induction of teaching staff
Recommendations for NZQA
More AMAP
Assistance in interpretation
Disseminate value
References
Chamberlain, G. S. (1988). A reference test approach for moderating internal
assessment at the upper secondary school level. Thesis submitted for Master of
Arts in Education. Christchurch: University of Canterbury. Retrieved as on 12
February,2011 from
http://ir.canterbury.ac.nz/bitstream/10092/3497/1/Thesis_fulltext.pdf
NZPEP, 2011. Members. Retrieved as on August 26, 2011 from
http://www.nzapep.co.nz/Members.htm
NZQA, (1992). Developing a qualifications framework for New Zealand:
Designing a moderation system. Wellington.
References
NZQA, (January 1993). A future with standards- A guide to the National
Qualifications Framework and its systems (booklet for the video)
NZQA (2011). Explore framework. Retrieved as on 23 Aug. 11 from
http://www.nzqa.govt.nz/framework/explore/index.do
Punch, K. F. (1998). Introduction to social research: Quantitative and qualitative
approaches. London: Sage.
Statistics New Zealand (2011). Student loans and allowances: 2006. Retrieved as on
August 26, 2011 from
http://www.stats.govt.nz/browse_for_stats/education_and_training/Tertiary%20e
ducation/StudentLoansandAllowances_HOTP06/Technical%20Notes.aspx
Correspondence
Tahera Afrin
Lecturer
ICL Business School
Level 3, 238-242 Queen Street, Auckland
Phone: (+64) 9-368 4343
E-mail: [email protected]
