1. New Zealand Scholarship English Alan Newall National Assessment Facilitator responsible for NCEA & Scholarship English Exams

2. Whakatauki Te manu ka kai i te miro, nona te ngahere. Te manu ka kai i te matauranga, nona te ao. The bird that partakes of the berry, his is the forest. The bird that partakes of knowledge, his is the world. NZQA Level 2 Visual Arts Exemplar, 2010

3. A close look at the ‘whats’ and ‘hows’ of NZ Scholarship Overview of NZ Scholarship NZ Scholarship English 2011 Exam setting & marking processes What is the secret to student success? The Future: alignment, generic performance standard, and all that

4. Overview of NZ Scholarship introduced in 2004 the present marking system in 2006 intended to challenge most able students very demanding, even for the highest-performers students are expected to: –Demonstrate high-level critical thinking, abstraction and generalisation –integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations generally 3% of the Level 3 cohort in each subject are awarded Scholarship

5. Scholarship Awards Premier Awards reward the top 5 to 10 candidates each year. (10 in 2011) Outstanding Scholar Awards are given to the next top 40 to 60 candidates. (51 in 2011). 34 Top Subject Scholar Awards were given. 10,271 candidates entered NZ Scholarship in 2011. More females entered but males outperformed females at Scholarship (7,359 to 7,211) and Outstanding Scholarship levels (231 to 168)

6. Scholarship English 2011 380 Scholarships (Cut score of 13) 46 Outstanding Scholarships (Cut score of 18) ‘Top 10’ were 5 males and 5 females Five Christchurch students were in the ‘Top 10’ –All different schools –Mix of state, integrated and private schools –Some on shared sites –Shows ‘great resilience & determination’

7. Exam Setting Processes NZQA's exam-setting process takes approximately 18 months. The exam paper is written according to the requirements of the standard being assessed. NZQA editors format the paper as an exam booklet. The paper is reviewed by at least three critiquers and a suitable assessment schedule is developed. If required, it is translated into te reo Maori. For a diagram of this process, see http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Setting-Process.pdf http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Setting-Process.pdf

8. NZ Scholarship English 2011 IRT Analysis

9. NZ Scholarship English 2011 Section B Statements#874–6≤ 3 8 Shakespearean characters revealed… onions peeled367216198148 5 Film takes you edge … keeps you safe184169182 10 Novels: singular view.. persuade reader of that view180059778 11 Novelists’ worlds drawn to fully form characters126036655 2 Poems.. distillation of life’s experiences and emotion108054954 9 Shakespeare worlds drawn to fully form characters72123137 1 Poetry.. backbone of ideas, well-chosen skin of words67042834 7 Drama: confronts issues need to address570426 4 Film.. camera needs to be in the eye of a poet55022922 12 Short stories’ sparseness.. writers’ artistry visible54002329 6 Drama appeal explore human relationships531224 3 Non fiction.. unfortunate limitation.. tell truth2210912 13 Media: diversity of ways diffuses impact and reception150069

10. NZ Scholarship English 2011 Section C Statements#874–6≤ 3 22Heroic figures: goodness not satisfy, but flaws361114164177 16Literature.. lamp illuminating particular world27508147118 23Dystopian literature – power is ability to warn2162911293 34Writing: has power.. readers accept its points of view 117135558 20Literature: not moon shining, glint light broken glass 100254942 26Writing influential marks on page move to tears69022343 21Literature: study others culture / better appreciate own 61022037 15Fantasy: modern.. takes place of religion48131824 19Literature: hardship /glamour: glamour / hardship 40012019 17Children’s literature child adult / adult child120057 25Literature = read twice: Journalism = read once80016 18Books: self-contained auto playing50023

11. Exam Marking Processes For an overview of the marking process, see http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Marking-Process.pdf http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Marking-Process.pdf In 2011, Grade Score Marking, a new approach to marking exams was used to mark Level 1. It is being introduced at L2 & L3 with the aligned standards.Grade Score Marking

12. What is the secret to student success? What are we looking for? It is not ‘rocket science’: –‘Answer the questions’ Refer to the examiner’s Assessment Report: ‘This paper provided challenges allowing candidates to identify key elements and bring their experience of texts through relevant reflection.’ ‘Candidates were able to argue for and against statements, displaying perception and discrimination.’

13. Section A Candidates need to have a real understanding of audience, purpose and language contrast and compare to produce insightful and focused discussion focus in depth on particular and well-chosen connections rather than covering a large number in little depth or focus, relying on generalisations.

14. Section B Candidates need to work within the frame of the particular genre engage with the question in relation to this chose texts for the question rather than just proceeding to ‘tell everything I know’ about a studied text have the question at the forefront of the response and clearly grappled with (before employing supporting textual references).

15. Section C Candidate need to discuss classic issues to do with literature interpret the literature clearly establish an engagement and understanding of just what the statement means for them show regard to all aspects of the topic weave a supported and connected discussion through their presented readings avoid the reference to an over large numbers of texts, which often precluded synthesising.

16. For candidates to succeed they need four key components: a tool kit of a thorough knowledge of literary terms and grammatical techniques academic writing skills a background of detailed text knowledge including wide independent text reading a real interest and engagement with various ideas and texts.

17. Ideas are fundamental Candidates need to engage with the question to advance their own take of what that means independent thought and creative response a real understanding of where they are, what the world is all about, and how people respond to it a development of an independent perspective an interest and engagement with the argument a genuine development of an argument with supporting details

18. The Future: Alignment, Generic Performance Standard, and all that 2013 Level 3 & NZ Scholarship Standards Alignment Generic Scholarship Performance Standard for all subjects: Subject specific ‘Outcome Description’: –‘The student will use their knowledge of English to respond critically to demanding texts and questions by means of extended, coherent and informed (argument ) discussion.’

19. Scholarship Performance Descriptor The student will demonstrate aspects of high level: analysis and critical thinking integration, synthesis and application of highly developed knowledge, skills and understanding to complex situations logical development, precision and clarity of ideas.

20. Outstanding Performance Descriptor In addition to the requirements for Scholarship, the student will also demonstrate, in a sustained manner, aspects of: perception and insight sophisticated integration and abstraction independent reflection and extrapolation convincing communication.

21. Public Consultation on the Draft Scholarship Performance Standard Thirteen online submissions were made on English Rating of the overall Draft PS for English was 4.2 (between good and very good) Rating of key aspects averaged between good and very good Some concerns about lack of details –These can be addressed by the Assessment Specifications and exemplars

22. 2013 Scholarship English The present exam work well The exam is challenging The exam discriminate well at the top end Do you have any suggestions how it could be enhanced? At NCEA L1 -3 generic question are being phased out with the alignment: should we do the same for Scholarship?

23. The future: we need you It is important to use a variety of teachers as contractors for exam setting and marking English exams At all levels the exam setting teams have been ‘refreshed’ (and they are always confidential) A conscious effort is being made to move marking panels around regions If you are interested check the NZQA web or contact me Thank you for your interest and attention

24. Links to web resources http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Setting-Process.pdfhttp://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Setting-Process.pdf http://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Marking-Process.pdfhttp://www.nzqa.govt.nz/assets/Qualifications-and- standards/Qualifications/NCEA/NZQA-Examination- Marking-Process.pdf http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/ http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/scholarship- subjects/scholarship-english/http://www.nzqa.govt.nz/qualifications- standards/awards/scholarship/scholarship- subjects/scholarship-english/ http://www.nzqa.govt.nz/ http://ncea.tki.org.nz/New-Zealand-Scholarship