Get prepared for assessment
Strategies to strengthen inclusive practice
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Check student readiness
Check student readiness
Here are a range of tools to track progress and determine readiness for assessments.
Use them alongside your own approaches and observations.
Practice the task type
Practice the task type
Practise the skills needed in assessments, review together, reflect on learning and progress.
- Give self-monitoring checklists and guiding questions for reading comprehension.
- Practice highlighting key words and ideas on tests.
- Show examples of correct and completed tests to serve as a model. Sample common assessment activities (CAA) for reading, writing, and numeracy are accessed from the 2021 Pilot on the NCEA website.
- Provide sentence starters that show how to begin a written response.
- Use the digital exam preparation for students to get familiar with the platform and structure of the assessments.
- Offer opportunities to review past paper-based assessments.
- Build familiarity with task types in preparation for the assessment, review together, reflect on learning and progress.
Familiarise ākonga with the digital platform
Familiarise ākonga with the digital platform
Introduce ākonga to the digital platform and it's support options, such as text-to-speech and note taking tools.
Support repeated practice to build familiarity.
Identify a quiet space and allow for additional time
Identify a quiet space and allow for additional time
The Common Assessment Activities (CAA) are designed to be completed in 60 minutes, but schools and kura should allow as much time as necessary for candidates to complete the assessment in one session.
Plan ahead for:
- a space where ākonga can work quietly for an extended length of time
- extended supervision for external assessments.
Build understanding of SAC
Build understanding of SAC
Ensure all ākonga are aware of SAC and their purpose.
Also ensure SACs are embedded in teaching and learning throughout the year, so all ākonga can trial various options.
All ākonga have a right to access and participate in fair and valid assessment.
As the design of the assessment may create barriers for some ākonga, SACs provide alternative access and participation options.
School/kura will approve SAC, not NZQA.
In 2023, schools and kura will approve SACs for their own ākonga in Literacy and Numeracy | Te Reo Matatini me te Pāngarau assesments.
To assess ākonga eligibility for SACs schools and kura are required to follow an evaluation process using the following guidelines from NZQA:
- SAC - Potential barriers and potential SAC support
- Coming soon: Guidelines to support schools and kura in the trialling and administration of SAC for the 2023 Literacy and Numeracy | Te Reo Matatini me te Pāngarau assesments.
NB. NZQA will not play a role in the approvals process however they can be contacted if schools and kura need guidance regarding ākonga eligibility.
Useful resources
Useful resources
Digital exam preparation for students
This section of the NZQA site gives students access to “Digital Exam Practice”, past digital exams, and a checklist to prepare for digital exams.
Publisher: New Zealand Qualifications Authority
Supporting Teaching and Learning in Te Reo Matatini me te Pāngarau | Literacy and Numeracy
Read time: 2 min
There are many tools for kaiako to assess whether ākonga are at the right level for assessment. Read descriptions of each tool. Some of these tools are diagnostic, some are judgement based. Please ensure you use the right tool(s) for you and your ākonga.
Assistive Technology Inventory Research Summary: NCEA Online Programme (November 2020)
Read time: 38 min
This research was undertaken as part of the NCEA Online Research and Innovation Trials to support students who require additional support in assessments. It includes Information on assistive technology tools being used by NZ students and the appropriateness of each tool in an assessment setting.
Publisher: New Zealand Qualifications Authority
Download PDF
Next steps
More suggestions for implementing the strategy “Supporting literacy and numeracy in NCEA”:
Return to the guide “Dyslexia and learning”
How to use this site
Guide to Index of the guide: Dyslexia and learning
Understand:
- Understanding dyslexia
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
