Glossary

South African Qualifications Authority.

South African Qualifications Authority (external link) — saca.org.za

The standards against which scholarship candidates are measured.

Introduced in 2008, a School Resullts Summary is issued to every school leaver as a complete record of his/her performance while at secondary school.

It records all “achieved” and “not achieved” results for internally and externally assessed standards.

Scottish Baccalaureate.

Standard Classification of Units and National Qualifications. Includes fields, sub-fields and domains (See also classification).

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.

Secondary Principals' Association of New Zealand.

Secondary Principals' Association of New Zealand (external link) — spanz.school.nz

South Pacific Board for Educational Assessment.

Candidates with a permanent or long-term medical or physical condition and/or a specific learning disability that directly impacts on their ability to be assessed fairly in assessments for National Qualifications may apply for entitlement to Special Assessment Conditions.

This could entitle the candidate to extra time, a reader and/or writer or the use of a computer to complete their assessment.

Some standards are excluded from the provision of a specific SAC because of the nature of the outcome being assessed.

Scottish Qualifications Authority.

Scottish Qualifications Authority (external link) — sqa.org.uk

School Trustees Association.

School Trustees Association (external link) — nzsta.org.nz

Standard-setting bodies are responsible for the quality of standards submitted to NZQA for listing on the Directory of Assessment Standards (DAS). 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

Standards provide defined learning outcomes, together with performance or assessment criteria examples of their interpretation and application, and associated quality assurance processes.

There are two types of standards – unit standards and achievement standards, which are collectively known as assessment standards.