Clarification details
Updated December 2017. This document has been updated to address issues that have arisen from moderation.
The purpose of clarifications
We create clarification documents to help people understand the current requirements of achievement standards. Clarifications do not introduce new criteria, change the intent of the standard, or change what we expect from assessment.
These documents unpack and explain the language and intent of the standard so people interpret and apply the standard consistently. We provide examples or guidance as illustrations only. They are not prescriptions or requirements.
For official requirements, always refer to the current version of the achievement standard as published by NZQA.
Biophysical principles and socio-cultural factors
The biophysical principles and socio-cultural factors used must relate to the student’s actual programme improvement programme being evaluated.
The weighting between the evidence provided for the biophysical principles and socio-cultural factors may not be equal, however, evidence of both is required.
More than one biophysical principle and more than one socio-cultural factor should be used in the evaluation. Refer to Explanatory Notes 5 and 6. Methods and principles of training could be considered alongside other biophysical principles. Technocentricity, healthism, scientism, commodification, gender stereotypes could be considered along with other socio-cultural factors.
Focusing on the most relevant biophysical principles and socio-cultural factors will allow for more depth in the student evaluation.
Components of fitness are not considered a biophysical principle.
Making judgements
Student responses must provide clearly identified judgements about the effectiveness of the student’s actual performance improvement programme using relevant biophysical principles and socio-cultural factors. These judgements should be justified (why/why not) and supported with specific examples from the training programme experience.
For Merit, coherent judgements should be clear and connected.
For Excellence, coherent and insightful judgements should be clear, connected and show deeper understanding. The judgements should be used to make clear and reasoned modifications to improve the effectiveness of the programme.
Questioning and challenging assumptions
Student responses must provide a critical evaluation that includes clearly identifying assumptions that relate to the students’ actual performance improvement programme. These assumptions are required to be questioned and challenged.