Clarification details
Updated May 2015. This document has been updated to address new issues that have arisen from moderation.
Quality and Quantity of student evidence
The quality and complexity of student evidence should reflect the appropriate level of the New Zealand Curriculum (NZC), i.e. evidence for NCEA Level 2 should reflect NZC level 7.
The depth of evidence required is indicated by the descriptors used in the standard, e.g. processing, presenting, relationships, inter-relationships, explain, explain in detail, extrapolate, forecast, justify.
The quantity of evidence is indicated with singular or plural phrases.
The phrase ‘and/or’ is a quantitative indicator that is used in the standard to indicate, for example, that concepts or models can be used in the analysis, therefore both may not be relevant in some cases, and one or the other would be sufficient.
Conversely, the standard refers to ‘processing and presenting’, indicating both are needed in the analysis. Therefore, at least one data set for each economic issue would show some processing done by students, e.g., calculating percentage changes.
The phrase ‘relationships’ indicates a relationship identified from the statistical data for each of the two economic issues would be explained in the analysis. Explanation of the trends shown on the presented graphs created from the table(s) of data would also include specific reference to the relevant data (figures and dates).
The phrase ‘inter-relationships’ indicates two or more interconnections would be identified from the combined statistical data, and be explained using the data and trends shown on the graph(s) created from a combination of both economic issues’ data sets.
An economic interconnection or inter-relationship could be made between Export and GDP data, for example. However, the TWI and Export data are both part of the same economic issue; international trade.
Linking data within the same economic issue is part of a relationship explanation made from an economic analysis of the statistical data for each of the two issues, namely, international trade and economic growth.
Analysing statistical data for Achievement involves students processing and presenting economic statistics for two economic issues to show trends. Students need to explain what relationships and inter-relationships are seen in the statistical data. References to relevant data would also be used in the student’s explanation of why or how the relationships and inter-relationships link to the two economic issues using economic concepts and/or models.
Analysing statistical data in depth for Merit involves students explaining in detail how and why the statistical data shows a relationship, within each of the two economic issues, and inter-relationships between the two economic issues, supported by relevant data and economic concepts and/or models.
Analysing statistical data comprehensively for Excellence involves students extrapolating statistical data for both economic issues and making a forecast or prediction in relation to one of these economic issues. Additionally,justifying the forecast based on the extrapolated data and other relevant evidence from the analysis.