Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Achievement Standard.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

Assessors should ensure student evidence at any achievement level includes data that has been processed and presented by the student into an appropriate visual. They should also ensure the visual has been processed and presented in an accurate format.

Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

• appropriate ways of, and conditions for, gathering evidence
• ensuring that evidence is authentic
• any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

Collection of evidence

Teachers may:

• provide sufficient assessment resources for ākonga to achieve at all levels
• determine when the assessment will be conducted in class and the submission date
• allocate 4 hours of class time for the assessment.

Ākonga may:

• work on assessment responses in class for four hours
• present their evidence for assessment in any medium that allows them to demonstrate their understanding of Indigenous participation in geographic planning and decision making in the Pacific.

If providing a written response, ākonga may write between 900–1000 words. Oral responses should be between 4-5 minutes in length.

Ensuring Authenticity of Evidence

Evidence for this Standard should be collected in class over a period of 4 hours.

Teachers should have ākonga sign authenticity forms to verify their work.

Teachers may monitor the progress of ākonga closely.

Teachers may use oral questioning to confirm understanding, if doubts over the authenticity arise.

If ākonga present their evidence digitally, by video, or by blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that ākonga cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.

This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:

• appropriate ways of, and conditions for, gathering evidence
• ensuring that evidence is authentic
• any other relevant advice specific to an Achievement Standard.

NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.

Collection of evidence

Teachers may:

• decide to use a single taiao or nga taiao to demonstrate mitigation methods that build resilience to the same natural process
• provide guidance to ākonga if they choose a different context
• provide sufficient assessment resources for ākonga to achieve at all Levels
• determine when the assessment will be conducted in class
• determine the timing of the assessment period. This should be based on the anticipated length of time the assessment task should take to be completed in class time.
• provide a list of suitable methods and platforms, where appropriate, that allow the student to suitably demonstrate their understanding.

Ākonga may:

• decide to use a single taiao or nga taiao to demonstrate mitigation methods that build resilience to the same natural process, if selecting their own context
• work collaboratively in groups to plan, gather, and share additional resource material and discuss mitigation methods prior to working on their response. Their submitted response must represent their own work.
• present their evidence for assessment in any medium that allows them to demonstrate their understanding of a method taken to mitigate the impacts of a natural process
• if providing a written response, write between 900–1000 words. Oral responses should be between 4-5 minutes in length.

Ensuring Authenticity of Evidence

Teachers may have ākonga sign authenticity forms to verify their work.

Teachers may monitor the progress of ākonga closely.

Teachers can use oral questioning to confirm understanding, if doubts over the authenticity arise.

If ākonga present their evidence digitally, by video, or by blog, it is best to disable access to this after marking and moderation have occurred. This helps to ensure that ākonga cannot plagiarise the work or ideas of those who have already completed the assessment for this Achievement Standard.