S
SAQA SAQA
South African Qualifications Authority.
South African Qualifications Authority (external link) — saca.org.za
Te Mana Tohu Mātauranga o Awherika ki te Tonga.
South African Qualifications Authority (external link) — saca.org.za
Scholarship performance standard Te Paetae Hiranga
The standards markers use when marking New Zealand Scholarship papers.
He paetae i whakaritea i runga i ngā putanga o tētahi whakamātautau hiranga.
SCUNQ SCUNQ
Standard Classification of Units and National Qualifications. Includes fields, sub-fields and domains (See also classification).
Te Whakarōpūtanga o ngā Paerewa me ngā Tohu Mātauranga ā-Motu. Ka taka mai ngā marau, marau akoranga me ngā kokonga akoranga (Tirohia hoki whakarōpūtanga).
Self-assessment Aromatawai whaiaro
Refers to the TEO self-assessment aspect of the evaluative quality assurance framework: self-assessment by a Tertiary Education Organisation (TEO) is an examination of the organisation to identify strengths and weaknesses intended to result in actual, worthwhile improvements.
Also refers to a process in which a learner assesses his/her own achievements and progress.
Ko tētahi tukanga ka aromatawai te ākonga i āna whakatūtukitanga me tōna ahunga whakamua. He momo kawenga hei tātari i ngā mahi ā ngā kura amorangi mātauranga hei whakaniko, hei aromatawai mō ngā rā e tū mai nei.
Skill standards
Skill standards are replacing unit standards.
Guidelines for listing skill standards on the Directory of Assessment and Skill Standards
SPANZ SPANZ
Secondary Principals' Association of New Zealand.
Secondary Principals' Association of New Zealand (external link) — spanz.school.nz
Te Rōpū o ngā Tumuaki Kura Tuarua o Aotearoa.
Secondary Principals' Association of New Zealand (external link) — spanz.school.nz
Special Assessment Conditions (SAC) Whakaritenga Aromatawai Motuhake (SAC)
Adjustments, support and alternative assessment methods that some students can request for internal and external assessments.
The student must have a condition or disability that stops fairly assessment.
He whakaritenga, he tautāwhitanga, he huarahi aromatawai kē e āhei ana i ngā ākonga te tono mō ngā aromatawai ā roto, ā waho hoki. He māuiuitanga, he hauātanga rānei tō te ākonga me kite ka aukati i te tōkeketanga o te aromatawai.
Special Assessment Conditions Exclusions Hiranga Paearu Aromatawai Kore
Standards where you can't use some Special Assessment Conditions because it would give the student an unfair advantage.
He paerewa kāore e āheitia ana te mahi mō ētahi Whakaritenga Aromatawai Motuhake, kei whai muremurenga te ākonga.
Standard-setting bodies Ngā Rōpū Whakatau Paerewa
Standard-setting bodies are responsible for the quality of standards submitted to NZQA for listing on the Directory of Assessment and Skill Standards (DASS).
They work with industry partners, professional groups and others to develop useful and relevant standards that are nationally recognised.
There are three types of standard-setting body: workforce development councils (for specific industries and professions), the Ministry of Education (for NCEA achievement standards) and NZQA (for all other standards)(see sections 437-438 of the Education and Training Act 2020).
Sections 437-438 of the Education and Training Act 2020 (external link) — legislation.govt.nz
Ko tā ngā rōpū whakatau paerewa, he whakatau i te kounga o ngā paerewa ka tāpaehia atu ki NZQA kia tāpiri ki te Rārangi Paetae Aromatawai (DASS). Ka mahi me ngā rangapū ahumahi, me ētahi atu, ki te whakawhanake i ngā paerewa whaitake, whai tikanga, ka whakaaetia ā-motuhia. E toru ngā momo rōpū whakatau paerewa:
- ko ngā Ohu Mahi (mō ngā mahi me ngā umanga tauwhaiti)
- ko te Tāhuhu Mātauranga (mō ngā paerewa paetae NCEA), ā,
- ko Te Mana Tohu Mātauranga o Aotearoa (mō ērā atu paerewa katoa)
Tirohia te Wāhanga 437-438 o te Ture Mātauranga me te Whakangungu 2020 (external link) — legislation.govt.nz
Standards Paerewa
Each standard states what the learner can do or knows if they achieve the standard. It names the number of credits the learner is awarded, and at what level on the NZQCF.
Each standard lists the learning outcomes the learner is assessed against, and gives any instructions, criteria and requirements when assessing the learner's performance.
Ka āta whakatakotoria e ia paerewa te āheinga me te mōhiotanga o te ākonga ki te tutuki i a ia te paerewa. Ka whakarārangihia te nui o ngā whiwhinga ka whakawhiwhia ki te ākonga me te kaupae hoki i te NZQCF.
Mā ia paerewa ngā putanga ako e whakarārangi mō te aromatawai i te ākonga, ā, ka hoatu he aratohu, he paearu, he herenga hoki mō te aromatawai i te āheinga o te ākonga.
Standards-based assessment (Te) aromatawai ā-paerewa
Assessment that uses standards, and their learning outcomes, to see if learners meet the required standard to achieve.
He aromatawai ka whai i ngā paerewa, me ana putanga ako, e kite ai mena kua tutuki i ngā ākonga ki te taumata tika kia puta te ihu.
Section 438 of the Education and Training Act 2020 (external link) — legislation.govt.nz
Sub-field Marau akoranga
An area of learning within a field of the DASS.
Ko tētahi wāhi ako o tētahi marau o te Rārangi Paetae Aromatawai kua tautuhitia i roto i te Pūnaha Whakarōpū i ngā Tohu Mātauranga ā-Motu.
Sufficiency Rawaka
Sufficient evidence means assessors can say with confidence that a learner has met all assessment criteria and can consistently perform at the required standard.
Ko te taunakitanga rawaka, he tohu e āhei ana te kaiaromatawai te tino kīi atu kua tutuki i te ākonga ngā paearu katoa, ā, ka āhei hoki te whakaaturia tonutia te kounga.
Supervisor Kaitirotiro
A person employed by NZQA to help supervise examinations, as directed by the Examination Centre Manager.
Ko tētahi tangata ka whakatūngia e te Mana Tohu Mātauranga o Aotearoa hei āwhina ki te whakahaere whakamātautau, i raro i ngā tohutohu a te Kaiwhakahaere o te Pokapū Whakamātautau.