A Study on Internal Assessment for Senior Secondary Education in New Zealand －Focusing on the NCEA Standard and its Performance Task－

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  • ニュージーランドの後期中等教育における校内評価に関する研究－スタンダードとパフォーマンス課題に注目して－
  • ニュージーランド ノ コウキ チュウトウ キョウイク ニ オケル コウ ナイ ヒョウカ ニ カンスル ケンキュウ : スタンダード ト パフォーマンス カダイ ニ チュウモク シテ

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The purpose of this study is to explain the feature of National Certificate for Educational Achievement (NCEA) focusing on the Achievement Standard, the assessment criteria, and the performance task in New Zealand secondary education. This study analyzes the verbs of the educational objectives used in the NCEA Achievement Standards set for each subject and finds that the verb, “demonstrate understanding”, is most often used. The three kinds of grading in the Achievement Standard, Achieved, Merit and Excellence, are defined by adding adverbs to the verbs in the assessment criteria, with evidences of a degree and range of quantity and quality of understanding,and higher-order capability that students would be expected to show. In the performance task based on the assessment criteria, students are expected to demonstrate understanding of principles and higher-order capabilities. Hence it is not enough for students to simply describe what they understand. This performance task is conducted through an inquiry learning activity which includes focused questions and collecting information as evidence. Teachers can organize performance tasks by referring to the assessment criteria in these Achievement Standards and the “Internal Assessment Resources” set by the Ministry of Education and New Zealand Qualification Authority (NZQA). This system ensures fairness and reliability in ahigh stakes comprehensive assessment in the secondary school. Finally, this study concludes that NCEA is characterized by the cohesive structure of its Achievement Standard, assessment criteria, and performance task. Such a structure allows for the development of courses which encourage deep and extensive learning.

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