Being ready for assessment means that ākonga are demonstrating skill at the level appropriate to be assessed. Knowing when ākonga are ready for the assessment will provide them with the best opportunity to be successful and have a positive assessment experience.
Being ready for assessment means that ākonga are demonstrating skill at the level appropriate to be assessed. Knowing when ākonga are ready for the assessment will provide them with the best opportunity to be successful and have a positive assessment experience.
The literacy standards are aligned to upper level 4 and lower level 5 of the English learning area of the New Zealand Curriculum (NZC).
The numeracy standard is aligned to upper level 4 and lower level 5 of the Mathematics and Statistics learning area of the New Zealand Curriculum (NZC).
In terms of Te Mātaiaho, the refreshed New Zealand Curriculum, this means that ākonga who are ready to sit the literacy and numeracy standards have full mastery over Curriculum Level 4 and are ready to work at Level 5 of the NZC or have full mastery over Phase 3 and are ready to work at Phase 4 in both English and Maths and Statistics of Te Mātaiaho, the refreshed New Zealand Curriculum.
The te reo matatini standards are aligned to Level 4 and 5 Te Marautatanga Aotearoa with specific aspects derived from He Tīrewa Ako.
The pāngarau standard is aligned to upper Level 4 and lower Level 5 of the Pāngarau learning area of the Te Marautatanga Aotearoa.
The literacy standards are aligned to upper level 4 and lower level 5 of the English learning area of the New Zealand Curriculum (NZC).
The numeracy standard is aligned to upper level 4 and lower level 5 of the Mathematics and Statistics learning area of the New Zealand Curriculum (NZC).
In terms of Te Mātaiaho, the refreshed New Zealand Curriculum, this means that ākonga who are ready to sit the literacy and numeracy standards have full mastery over Curriculum Level 4 and are ready to work at Level 5 of the NZC or have full mastery over Phase 3 and are ready to work at Phase 4 in both English and Maths and Statistics of Te Mātaiaho, the refreshed New Zealand Curriculum.
The te reo matatini standards are aligned to Level 4 and 5 Te Marautatanga Aotearoa with specific aspects derived from He Tīrewa Ako.
The pāngarau standard is aligned to upper Level 4 and lower Level 5 of the Pāngarau learning area of the Te Marautatanga Aotearoa.
Kaiako observations and conversations with ākonga
Kaiako can use classroom observations, including peer-to-peer conversations, formative assessments and ākonga work to understand if ākonga are ready.
While standardised tests can support these observations, conversations with ākonga should have an important role in determining if they are ready to sit the Common Assessment Activities.
For NCEA Literacy and Numeracy, resources such as the standards for literacy – reading, literacy – writing and numeracy, the Unpacking Literacy and Unpacking Numeracy documents and the Literacy and Numeracy Pedagogy Guides can enable informed observations and begin conversations on levels of readiness.
Kaiako can use classroom observations, including peer-to-peer conversations, formative assessments and ākonga work to understand if ākonga are ready.
While standardised tests can support these observations, conversations with ākonga should have an important role in determining if they are ready to sit the Common Assessment Activities.
For NCEA Literacy and Numeracy, resources such as the standards for literacy – reading, literacy – writing and numeracy, the Unpacking Literacy and Unpacking Numeracy documents and the Literacy and Numeracy Pedagogy Guides can enable informed observations and begin conversations on levels of readiness.
e-asTTle
e-asTTle is an online assessment tool that can be used to identify when ākonga might be ready to sit the literacy and numeracy Common Assessment Activities. This guidance shows how an e-asTTle can be set up to best enable identification of readiness.
The 2022 June Literacy and Numeracy independent evaluation of the pilot found a relatively high correlation between e-asTTle scores and results from the assessments. Ākonga should be at e-asTTle level 4A as a minimum before they are entered into any Common Assessment Activity. For a strong chance of success in the assessment, a score of 5B is preferable, particularly for reading1.
We acknowledge the e-asTTle items for te reo matatini me te pāngarau are less culturally responsive than other readiness tools. Teaching and learning resources such as Te Marautanga o Aotearoa and He Manu Tuhituhi can continue to be used to help determine ākonga readiness for these standards.
e-asTTle is an online assessment tool that can be used to identify when ākonga might be ready to sit the literacy and numeracy Common Assessment Activities. This guidance shows how an e-asTTle can be set up to best enable identification of readiness.
The 2022 June Literacy and Numeracy independent evaluation of the pilot found a relatively high correlation between e-asTTle scores and results from the assessments. Ākonga should be at e-asTTle level 4A as a minimum before they are entered into any Common Assessment Activity. For a strong chance of success in the assessment, a score of 5B is preferable, particularly for reading1.
We acknowledge the e-asTTle items for te reo matatini me te pāngarau are less culturally responsive than other readiness tools. Teaching and learning resources such as Te Marautanga o Aotearoa and He Manu Tuhituhi can continue to be used to help determine ākonga readiness for these standards.
Progressive Achievement Tests (PATs)
The Progressive Achievement Tests (PATs) are a series of standardised tests developed specifically for assessing up to Year 10.
PATs provide a comparative score known as a stanine. Scale scores at each year level nationally are divided into nine levels of achievement, called stanines, with the lowest performance level being stanine one and the highest stanine nine.
This means that if an ākonga is at stanine 5 or higher in Year 10, they are working within level 5 of the curriculum and are likely to successfully achieve the literacy and numeracy standards.
The Progressive Achievement Tests (PATs) are a series of standardised tests developed specifically for assessing up to Year 10.
PATs provide a comparative score known as a stanine. Scale scores at each year level nationally are divided into nine levels of achievement, called stanines, with the lowest performance level being stanine one and the highest stanine nine.
This means that if an ākonga is at stanine 5 or higher in Year 10, they are working within level 5 of the curriculum and are likely to successfully achieve the literacy and numeracy standards.
Literacy and Numeracy for Adults Assessment Tool (LNAAT)
The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides information on the reading, writing, numeracy, and vocabulary skills of adult ākonga.
The tool is aligned to the Learning Progressions for Adult Literacy and Numeracy. The literacy and numeracy standards broadly correspond to the following steps on the progressions:
- The literacy standards broadly correspond with step 4 of the literacy progression.
- The numeracy standard broadly corresponds with step 5 of the numeracy progression.
The Literacy and Numeracy for Adults Assessment Tool is an online adaptive tool that provides information on the reading, writing, numeracy, and vocabulary skills of adult ākonga.
The tool is aligned to the Learning Progressions for Adult Literacy and Numeracy. The literacy and numeracy standards broadly correspond to the following steps on the progressions:
- The literacy standards broadly correspond with step 4 of the literacy progression.
- The numeracy standard broadly corresponds with step 5 of the numeracy progression.
English Language Learning Progressions
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English Language Learners. As they are aligned with the NZ curriculum, the stages can be used as an indication for readiness.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English Language Learners. As they are aligned with the NZ curriculum, the stages can be used as an indication for readiness.
Kaiako observations and conversations with ākonga
Kaiako can use classroom observations, including peer-to-peer conversations, formative assessments and ākonga work, to understand levels of ākonga readiness.
While standardised tests can support these observations, conversations with ākonga should have an important role in determining readiness to sit the Common Assessment Activities.
Resources such as the standards for literacy – reading, literacy – writing and numeracy, the Unpacking Literacy and Unpacking Numeracy documents and the Literacy and Numeracy Pedagogy Guides can enable informed observations and begin conversations on levels of readiness.
Kaiako can use classroom observations, including peer-to-peer conversations, formative assessments and ākonga work, to understand levels of ākonga readiness.
While standardised tests can support these observations, conversations with ākonga should have an important role in determining readiness to sit the Common Assessment Activities.
Resources such as the standards for literacy – reading, literacy – writing and numeracy, the Unpacking Literacy and Unpacking Numeracy documents and the Literacy and Numeracy Pedagogy Guides can enable informed observations and begin conversations on levels of readiness.
Progress and Consistency Tool (PaCT)
PaCT can support reliable judgments about ākonga achievement, using the Learning Progression Frameworks (LPFs).
LPFs can be used by schools to give a big-picture view of the typical pathways ākonga take as they progress in reading, writing, and mathematics. PaCT then tracks the progress across reading, writing and mathematics in line with the LPFs.
Features in PaCT that support the literacy and numeracy standards include
- Graphs showing learning progressions up to Year 13
- An indicator of NCEA readiness on the report graph
- An ability to keep records of which learners are ready for the benchmark PaCT scores in the following bands may be at the level required of the standards:
- Reading: 750-850
- Writing: 800-900
- Numeracy: 750-850
The LPFs will be replaced in the next five years by the literacy and numeracy progressions. These progressions are still under development and will take time to embed. In the meantime, use of the LPFs in schools will continue to be promoted as they can enhances literacy and numeracy pedagogy. They will also set current users of LPFs up well for transitioning to the new progressions once they become available.
There are not yet any plans to make any changes to the Progress and Consistency Tools. It will remain an active Ministry tool in its current state. As developments occur through the phased collaborative design work and implementation, the Ministry will maintain clear communication channels and no sudden changes will happen.
This latest update can provide more information about the transition from LPFs to literacy and numeracy progressions.
PaCT can support reliable judgments about ākonga achievement, using the Learning Progression Frameworks (LPFs).
LPFs can be used by schools to give a big-picture view of the typical pathways ākonga take as they progress in reading, writing, and mathematics. PaCT then tracks the progress across reading, writing and mathematics in line with the LPFs.
Features in PaCT that support the literacy and numeracy standards include
- Graphs showing learning progressions up to Year 13
- An indicator of NCEA readiness on the report graph
- An ability to keep records of which learners are ready for the benchmark PaCT scores in the following bands may be at the level required of the standards:
- Reading: 750-850
- Writing: 800-900
- Numeracy: 750-850
The LPFs will be replaced in the next five years by the literacy and numeracy progressions. These progressions are still under development and will take time to embed. In the meantime, use of the LPFs in schools will continue to be promoted as they can enhances literacy and numeracy pedagogy. They will also set current users of LPFs up well for transitioning to the new progressions once they become available.
There are not yet any plans to make any changes to the Progress and Consistency Tools. It will remain an active Ministry tool in its current state. As developments occur through the phased collaborative design work and implementation, the Ministry will maintain clear communication channels and no sudden changes will happen.
This latest update can provide more information about the transition from LPFs to literacy and numeracy progressions.
NCEA Te Reo Matatini me te Pāngarau Co-Requisite Readiness Tool | E Angitu Ai Te Ākonga: Te Utauta Noho Takatū Tautokorua NCEA
This resource, based on Mason Durie’s Te Whare Tapa model, helps kaiako to: a) evaluate their readiness and that of their kura to implement the NCEA Te Reo Matatini me te Pāngarau standards, b) support their ākonga to meet the NCEA Co-requisite, and c) identify the next steps that they need to take to support student success.
This resource, based on Mason Durie’s Te Whare Tapa model, helps kaiako to: a) evaluate their readiness and that of their kura to implement the NCEA Te Reo Matatini me te Pāngarau standards, b) support their ākonga to meet the NCEA Co-requisite, and c) identify the next steps that they need to take to support student success.
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E Angitu Ai Te Ākonga: Te Utauta Noho Takatū Tautokorua NCEA
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E Angitu Ai Te Ākonga: Te Utauta Noho Takatū Tautokorua NCEA
Familiarisation with the assessment and digital skills
Consideration should also be given to ensuring that ākonga know what to expect when they are assessed. Kaiako should ensure that ākonga are familiar with the assessment platform and the types of questions or format of questions they might see. You can find more information on how to prepare schools and students for digital exams on the NZQA website.
Consideration should also be given to ensuring that ākonga know what to expect when they are assessed. Kaiako should ensure that ākonga are familiar with the assessment platform and the types of questions or format of questions they might see. You can find more information on how to prepare schools and students for digital exams on the NZQA website.
Questions and Answers
How many times can a learner attempt the co-requisite?
There is no limit on the number of attempts. In 2024, the assessments will be carried out by NZQA, twice a year. Making sure learners are entered for the assessment when they are ready to be assessed is important. Repeated assessment attempts when a learner is not ready may negatively affect them.
There is no limit on the number of attempts. In 2024, the assessments will be carried out by NZQA, twice a year. Making sure learners are entered for the assessment when they are ready to be assessed is important. Repeated assessment attempts when a learner is not ready may negatively affect them.
What teaching and learning supports are available to support the NCEA Co-requisite?
Developing a school-wide and curriculum-wide approach to support ākonga develop foundational literacy or te reo matatini and numeracy or pāngarau skills is critical. A range of tools and resources are available to support te reo matatini, pāngarau, literacy, and numeracy. We recognise additional support and resources, including PLD, are needed to support schools and kura through the changes.
In-person support
Support is available in each takiwā for te reo matatini, pāngarau, literacy, and numeracy in secondary schools and kura.
Online
Extensive teaching and learning resources are available:
Literacy and Numeracy – Teaching and Learning Overview
NCEA Literacy and Numeracy resources for kaiako | NCEA (education.govt.nz)
Ngā Rauemi mō Te Reo Matatini me te Pāngarau i NCEA | NCEA (education.govt.nz)
Developing a school-wide and curriculum-wide approach to support ākonga develop foundational literacy or te reo matatini and numeracy or pāngarau skills is critical. A range of tools and resources are available to support te reo matatini, pāngarau, literacy, and numeracy. We recognise additional support and resources, including PLD, are needed to support schools and kura through the changes.
In-person support
Support is available in each takiwā for te reo matatini, pāngarau, literacy, and numeracy in secondary schools and kura.
Online
Extensive teaching and learning resources are available:
Literacy and Numeracy – Teaching and Learning Overview
NCEA Literacy and Numeracy resources for kaiako | NCEA (education.govt.nz)
Ngā Rauemi mō Te Reo Matatini me te Pāngarau i NCEA | NCEA (education.govt.nz)
How can teachers support te reo matatini, literacy, pāngarau and numeracy skills in NCEA subjects?
All kaiako are teachers of literacy and numeracy in their subject. It’s important that kaiako identify where literacy and numeracy exist in their subject and plan for meaningful teaching and learning opportunities. The resources below will support kaiako to identify where literacy, te reo mataini, numeracy or pāngarau exist in their NCEA subject:
NCEA Literacy Planning Resources
All kaiako are teachers of literacy and numeracy in their subject. It’s important that kaiako identify where literacy and numeracy exist in their subject and plan for meaningful teaching and learning opportunities. The resources below will support kaiako to identify where literacy, te reo mataini, numeracy or pāngarau exist in their NCEA subject:
NCEA Literacy Planning Resources
What Special Assessment Conditions are available for the Common Assessment Activities?
The process for Special Assessment Conditions (SAC) for the NCEA Co-requisite has been designed to remove barriers. This means schools and kura are only required to notify NZQA of the use of SAC. Therefore, a SAC application is not required for the CAAs. SAC for the CAAs can include, for instance:
- access to a reader
- access to a writer
- rest or movement breaks
- access to quiet spaces, and
- Braille or enlarged papers
- text-to speech tool (Amazon Polly) – for Numeracy and Writing only.
The process for Special Assessment Conditions (SAC) for the NCEA Co-requisite has been designed to remove barriers. This means schools and kura are only required to notify NZQA of the use of SAC. Therefore, a SAC application is not required for the CAAs. SAC for the CAAs can include, for instance:
- access to a reader
- access to a writer
- rest or movement breaks
- access to quiet spaces, and
- Braille or enlarged papers
- text-to speech tool (Amazon Polly) – for Numeracy and Writing only.
Where do I find information on facilitating the Common Assessment Activities?
You can find more information on assessment logistics and facilitating the assessments on NZQA. Visit NZQA Literacy and Numeracy or NZQA Te Reo Matatini and Pāngarau.
You can find more information on assessment logistics and facilitating the assessments on NZQA. Visit NZQA Literacy and Numeracy or NZQA Te Reo Matatini and Pāngarau.
Resources
NCEA Co-requisite Readiness for Learners
This resource supports schools to examine their understanding of ākonga readiness for the NCEA Co-requisite, highlighting a variety of aspects to consider.
This resource supports schools to examine their understanding of ākonga readiness for the NCEA Co-requisite, highlighting a variety of aspects to consider.
[ File Resource ]
- Title: NCEA Co-requisite Readiness for Learners
- Description: This resource supports schools to examine their understanding of ākonga readiness for the NCEA Co-requisite.
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-10/NCEA%20Co-requisite%20Readiness%20for%20Learners.pdf?VersionId=4UdNuo1lhr0E6ZNNqv3kTWqmm9hSU6tY
- File Extension: pdf
- File Size: 1MB
- NCEA Co-requisite Readiness for Learners.pdf
- Description: This resource supports schools to examine their understanding of ākonga readiness for the NCEA Co-requisite.