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.
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) Aromatawai
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.
Mēnā he mate ā-ako ōu, he hauā rānei, he uaua mōu ki te whakatūtuki i ngā aromatawai a Te Mana Tohu Mātauranga, tēnā pea me tono mō te Aromatawai Hira hei awhi i a koe.
Tēnā pea ka āhei koe ki te whakaroa ake i tō wāhanga whakamātautau, ka whakawhirinaki rānei me tētahi kaiāwhina hei pānui, hei tuhi kōrero māu, ā, ka tāea rānei te noho rorohiko.
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.
Kāore e hāngai ana ētahi hiranga paearu aromatawai kore ki ngā paearu aromatawai i runga anō i tōna momo.
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 te mahi a ngā rōpū whakatau-paerewa he whakatau i te kounga o ngā paerewa ka tukuna ki NZQA hei tāpiritanga ki te Rārangi Paetae Aromatawai. E mahi ana rātou i te taha o ngā ahumahi, ngā rōpū ngaio me ētahi atu ki te whakarite i ngā paerewa whaitake huri noa i te motu. E toru ngā momo rōpū whakatau-paerewa: ngā Ohu Mahi (mō ngā ahumahi me ngā umanga), te Tāhuhu o te Mātauranga (mō ngā paerewa paetae o NCEA) me NZQA (mō te toenga o ngā paerewa) (tirohia 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 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 whakatakoto i ētahi putanga ako mā te kōtuitui i ngā pūkenga mahi me ngā tohutohu aromatawai hei whakaū i te kounga me ōna tukanga e tika ana.
E rua ngā momo paetae, arā, he paerewa, ā, he paerewa paetae.
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 hātepe aromatawai i te whakatūtukitanga o te ākonga i runga i ngā paerewa kua āta tautuhia. E taea hoki e NZQA te whakaae atu ki ētahi atu rōpū i raro i te wāhanga 438 o te Pire Mātauranga me te Whakangungu 2020.
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.
E hāngai ana ki te taunaki mōhio o te aromatawai. Mā te rawaka o te taunaki mōhio e tau pai ai kua tŪtuki katoa ngā paearu, ā, ka taea te mahi te mahi anō ki te paerewa e hiahiatia ana.
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.