Show simple record

dc.contributor.authorScott, Karen
dc.date.accessioned2019-02-11T18:02:00Z
dc.date.available2019-02-11T18:02:00Z
dc.date.issued2018
dc.identifier.urihttps://hdl.handle.net/10652/4530
dc.description.abstractThe New Zealand Qualifications Authority (NZQA) publishes exemplars of student work following the external National Certificate of Educational Achievement (NCEA) examinations each year. These are provided as a resource to aid teachers’ and students’ understanding of the externally assessed achievement standards. However, there is a paucity of literature on the use of these exemplars by secondary school teachers of NCEA subjects in New Zealand. The aim of this study was to investigate what secondary school teachers believe is the purpose of these exemplars, how teachers use these exemplars in practice, and whether they perceive any challenges to be associated with their use. I adopted an interpretive approach as my epistemology because I was interested in the experiences and perceptions of secondary school teachers, and this knowledge was held in the minds of the participants. In this qualitative study, 50 secondary school teachers who were currently teaching NCEA subjects completed an electronic questionnaire, which was designed to elicit their perceptions of the use, value and challenges of exemplars for external assessments. Using an interpretive approach, findings of this research revealed that secondary school teachers have a clear understanding of the purpose of the exemplars for NCEA external assessments. The findings also indicate that these exemplars are used in a number of different ways by teachers. These findings also suggest that the nature of the achievement standard and the style of the assessment task are important factors in influencing how frequently the exemplars are used by teachers during teaching. It appears that there are some distinct subject specific differences in perception of the values and use of these exemplars, which is an area that could be explored further. This research emphasises the need for targeted professional development which is subject specific and designed not only to improve understanding of the interpretation of the standards but also to enhance the confidence and assessment capability of teachers overall.en_NZ
dc.language.isoenen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectteacher developmenten_NZ
dc.subjectNational Certificate of Educational Achievement (NCEA)en_NZ
dc.subjectNCEAen_NZ
dc.subjectexemplarsen_NZ
dc.subjectexternal assessmenten_NZ
dc.subjectperceptionsen_NZ
dc.titleUsing exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachersen_NZ
dc.typeMasters Dissertationen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.subject.marsden130303 Education Assessment and Evaluationen_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.identifier.bibliographicCitationScott, K. (2018). Using Exemplars for the National Certificate of Educational Achievement (NCEA) External Assessments: Perceptions of Secondary School Teachers. An unpublished dissertation submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology, Auckland, New Zealanden_NZ
unitec.pages77en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.advisor.principalBassett, Martin
unitec.advisor.associatedCardno, Carol
unitec.institution.studyareaEducation


Files in this item

Thumbnail

This item appears in

Show simple record


© Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142