Moderator's Newsletter - Geography

February 2010

Contents

• Unit Standards covering a work of fiction from a geographic perspective
• Changes to optional teacher-selected evidence
• Conferencing
• Achievement Standard 90703
• Using TKI resources
• Geography subject specific resource page

Unit Standards covering a work of fiction from a geographic perspective

The unit standards covering a work of fiction from a geographic perspective are very popular. However, answers that merely provide a summary of a film or book do not necessarily meet the requirements of the particular standard. In particular, for Unit Standard 11082 Element one: PC 1.2 - the identified features are described in terms of their characteristics within the setting of the work. To achieve this performance criterion, students must do more than merely describe a geographic feature. They need to also describe how the characteristics of this feature are relevant in the context of the work of fiction. In order to gain the standard, answers must both meet the specific requirements of the performance criteria and be of the particular level (1, 2 or 3) in 'overall quality'.

Changes to optional teacher-selected evidence

Changes from September 2009 ( Circular A2009/027)

• The number of samples of student work for optional teacher selected evidence has been increased. Teachers may now send up to ten samples per standard per year.
• The samples for optional evidence feedback can relate to any standard, not just the standard selected for external moderation.
• The samples can be sent at any time throughout the year (through Secondary Moderation, NZQA), not just at the time of the school submission date (directly to moderator).
• The samples do not have to be accompanied by other assessment materials unless the teacher believes they would assist the moderator in understanding their question.
• There is no specific turnaround time for samples sent outside the school submission date as this will depend on moderator capacity.

Specific questions can be asked about the samples to help further define the grade boundaries and clarify issues in the assessment of that work. The feedback provided from the moderator does not form part of the official moderation report and is designed to be more developmental in nature. Teachers are encouraged to take this opportunity to engage in professional dialogue to further define the grade boundaries.

Conferencing

Evidence of student achievement may come from various sources. A formal assessment task, such as a test or practical investigation, is most commonly used to assess geography standards. It can be disappointing if a student misses out on gaining a particular grade because of what appears to be a simple slip-up or oversight on their part, or if an answer shows the student is on the right track but has missed out a small detail that is required by the schedule. A teacher may be unsure what grade to award if an answer is not wrong but is ambiguous.

Conferencing is discussion between teacher and student to clarify something they have written. It may provide confidence about an otherwise borderline case. For the evidence gained by conferencing to be authentic, certain guidelines should be followed:

• It should take place before feedback about the assessment has been given to the individual or class.
• The student work must not have teacher marking on it that identifies the specific problem, and the teacher should not describe the exact issue, as this may provide unfair help; but a general comment (e.g."Could you just explain to me what you mean by ....") could direct the student's attention to the relevant area.
• The teacher should note on the student work that conferencing has occurred; along with a record of the actual evidence the student has given. If the evidence is not recorded, the teacher's judgement cannot be appealed by the student or verified in moderation.
• Conferencing may not be valid where the possible answers are limited. For example, asking a student to reconsider an incorrect answer to a true/false question is not appropriate!

AS90703: Explain the contribution of geography to planning and decision-making processes

This achievement standard still proves to be problematic for teachers and students alike. Teachers who intend to assess their students for this achievement standard should read the September 2009 Moderator's Newsletter and be familiar with the TKI Such Waste activity, Geo/3/3_C2(opposite). If teachers wish to combine this achievement standard with one other, usually AS90705 or AS90706, this is best accomplished by using the two separate standards to cover the same topic, as opposed to combining the two standards into one activity. Where this is done, too many students are treating the activity as a geographic issue and consequently not fulfilling the quite distinct requirements for AS90703.

Using TKI resources

Many impressive assessment activities were seen in moderation during 2009. Teachers are increasingly designing original assessments that match the learning programme of the school and student interests, often taking the TKI assessment activities as a starting point. 'Original tasks' based on the style and format of TKI tasks usually work well.

TKI assessment resources were reviewed and updated for use in 2009. These current resources all meet national standard requirements except Geo 3.3 C2 which is awaiting publication. No further changes are intended to be made to these resources for 2010 use.

Geography subject specific resource page

The subject specific page for Geography continues to have new and updated information added. Teachers are encouraged to bookmark it, or to save it as a 'favourite'.

Last updated: 02 February 2010