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The following policy documents have been produced by the Ministry of Education in response to queries from schools concerning aspects of National Standards that need clarification. Emphasis is placed on the choices that schools have in regard to assessing and reporting against National Standards.
Variation in school entry dates – implications for timing of overall teacher judgments (OTJs) and reporting
This paper gives advice on the timing of interim and end of year OTJs, particularly in the potentially complex situations where junior students spend either fewer or more than four terms in Year 1. The document investigates the implications for making interim and end-of-year OTJs, reporting to parents and formal reporting to Boards of Trustees. Scenarios and their implications are presented for two possible situations: a potential overlap between standards where students spend fewer than four terms in Year 1; and a potential gap between standards where students spend more than four terms in Year 1.
Variation in school entry dates
(PDF 84 KB)
Relationship between Ministry Classification (Funding Year Level), School Classification (Student Year Level) and National Standard of Reference
In Years 1 to 8, the Funding Year Level (Ministry Classification for funding purposes) and the Student Year Level (School Classification for teaching and learning purposes) may differ for some students. This situation can arise where junior students spend either fewer or more than four terms in Year 1. The question has arisen as to which ‘year level’ is the appropriate ‘year level’ to use when considering and reporting achievement and progress in relation to National Standards. This paper presents scenarios for two possible situations: where students spend fewer than four terms in Year 1; and where students spend more than four terms in Year 1.
Further guidelines in relation to this ‘gap’ effect and ‘concertina’ effect, and how this could work in practice, are addressed in Variation in school dates.
NZC National Standards - Ministry Classif. School Classif. NS
(PDF 179 KB)
Do teachers make OTJs mid-year?
This paper was produced in response to a question from a school. While the Variation in school dates document does address this and other issues, in this paper the question is answered simply with reference to the requirements of NAG 2A.
Do teachers make OTJs mid-year?
(PDF 152 KB)
Reporting aggregated information: balancing transparency and individual student privacy
Under National Education Guidelines, Boards of Trustees, with principal and teaching staff, are required to report student progress and achievement information in relation to National Standards. This includes information about numbers and proportions of students generally, as well as by specific category.
Some schools will have information that cannot be included in annual reporting because of small student numbers in a particular reporting category. Once reported, this information will be in the public domain and the inclusion of small numbers will lead to a breach of individual student privacy. This paper addresses the implications for school and systems-based decision making.
Balancing transparency and privacy
(PDF 162 KB)
Standards-referenced, criterion-referenced, norm-referenced: explaining the difference
In order to explain achievement and progress in the context of New Zealand Curriculum National Standards, it is important to understand the distinction between standards-referenced assessment, criterion-referenced assessment and norm-referenced assessment. This paper defines the different types of assessment, and puts them in context with the New Zealand National Standards.
For more information on this, see the FAQ entitled: What is the difference between national averages and national standards? Scroll down under Assessment.
(PDF 211 KB)
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