NCEA ANALYSIS
for Teaching and Learning
Cheryl Harvey - Te Kotahitanga Facilitator
Jennifer Glenn - Specialist Classroom Teachers Facilitator
Mike Stone - Science Facilitator
NCEA ANALYSIS for Teaching and Learning
INTRODUCTION
This resource has been developed to support secondary schools and teachers as they consider NCEA evidence and implications for their classroom practice. It provides a model for looking at the data through a different lens. The material in the resource comes from an analysis of examiners’ reports, moderators’ reports and explanatory notes of the Achievement Standards. This model can be updated and adapted according to the needs of an individual school or department.
Reports have been completed for the following subjects:
Science Biology Chemistry Physics
FRAMEWORKS FOR ANALYSIS
The reports have been analysed according to:
1. Literacy and Language: comments from the reports are categorised according to : -
· Surface features – such as neatness, layout, spelling
· Vocabulary
· Writing
· Reading
· Information skills
This analysis is divided into NCEA Levels 1, 2 and 3.
2. Thinking: comments linked to thinking from the reports are allocated to one of the 6 levels of Bloom taxonomy. This was chosen as it
links most directly to the language of NCEA. Comments from the reports are categorised according to:
· Remember
· Understand
· Apply
· Analyse
· Evaluate
· Create
This analysis is divided into NCEA Levels 1, 2 and 3.
3. Extension features - towards Merit and Excellence: Specific comments are included which describe what students have done which
lifts their responses into either Merit or Excellence at all three levels.
4. Main reasons for Failure: Specific comments are included which describe the reasons for student failure at all three levels.
5. Specific Directives to Teachers: Often in the reports, there are direct suggestions made to teachers about what is needed to improve
the learning and the subsequent student outcome.
6. Vocabulary: The report includes key vocabulary encountered either in the assessment reports, or in the explanatory notes which accompany the standard. The words are simply listed for teachers in that curriculum area to note and to use. Reference back to the Assessment Reports and the Achievement Standards would give the context and further detail. One result of this analysis has been an awareness of the amount of vocabulary a student will have to master across a range of subjects in a given year.
USING THE ANALYSIS
There are many ways of using the resource to inform teaching and learning. It is possible to cut – and paste – the material in a range of ways. For example:
· to link to a school goal or initiative – eg a target group such as Level 1 Literacy can be cut across all curriculum areas to look at both curriculum specific and generic learning needed for success
· a particular aspect of Literacy can be cut through all levels to note the development and progression – eg Information Skills in the development of a cross-curricular research process where skills are built from Year 9
· where a school seeks to raise the numbers of students gaining Literacy and Numeracy, or gaining NCEA Level 1, the Reasons for Failure category can help departments set goals for improvement
· a department seeking to lift the numbers of students reaching Merit and Excellence across the board may look to the Extension Features for Merit and Excellence for guidance
· where a particular standard has been identified as a target in a curriculum area, the combination of general comments and Specific Directives may be used to develop goals
If you are using this resource please acknowledge our work. We would like to acknowledge the literacy template that originally came from work done at Thames High School and which we further developed and used to produce this resource.
SUBJECT: BIOLOGY
Language and Literacy
Surface Features / Vocabulary / Reading / Writing / Information SkillsLEVEL ONE
§ Answer the questions fully. / § Highlight what is expected e.g. explain/ compare and contrast
§ Terms describe/explain/ discuss indicate level
§ Demonstrate an understanding of the basic biological terminology required
§ Understand difference between key terms e.g. allele/gene
§ Avoid confusions – bile is not an enzyme, enzymes are not living things
§ Explain principles and processes with appropriate scientific language/symbols
§ Use bolded words to help construct their answers / § Read to understand the intent of the question
§ Answer what is asked
§ Read and use the introductory statement to a question to help construct their answers / § Qualify answers with examples and supporting information
§ Link to biological ideas, concepts and principles
§ Write clear, concise, and accurate explanations and discussions
§ Write only what is relevant
§ Put in a logical order, structure answers
§ Be guided by highlighted words such as ‘explain’ and ‘compare and contrast’ in structuring answers
§ Coherently relate their answer to the question asked.
§ Expand their answers to include a reason or a purpose
§ Use bolded words to help construct their answers / § Give examples to support ideas
§ Interpret chart
§ Use diagrams to communicate ideas
§ Use appropriate symbols
§ Qualify answers with examples, supporting information
§ Complete a simple Punnett square to identify unknown genotypes.
§ Select relevant information to answer a question
§ Apply data from a table to a new situation
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL TWO
§ Communicate basic knowledge
§ Construct logical, well-ordered answers incorporating and expanding on several key ideas
§ Communicate ideas clearly
§ Elaborate on their own ideas and give evidence of logical thought processes
§ Link ideas together in text structures/paragraphs such as cause and effect / § Show understanding of key words and concepts of standard and questions
§ Use key terminology
§ Use objective rather than subjective words e.g. use efficiency, effectively, better instead of fast, faster, longest
§ Use appropriate language, avoiding metaphors and/or anthropomorphism e.g. the nucleus is the brain of the cell
§ Accurately define key terms
§ Take note of the key words in the question and relate their discussion to these key words / § Understand the requirements of the question from the key words so answer what is asked
§ Process information contained in the question – rather than copy large portions
§ Answer what is asked / § Be clear and concise in explaining concepts, effects, processes
§ Link biological ideas to the question & a given context
§ Be precise and explicit
§ Competently use literacy to construct sentences
§ ‘Discussion’ involves linked explanations so bullet lists are not appropriate
§ Write coherently with minimal irrelevant or incorrect information
§ Not rewriting a prepared answer, more appropriate for previous examination of this standard.
§ Avoid rewriting the resource material.
§ Qualify answers with examples / § Process information in the question rather than copy
large portions
§ Use labelled and annotated diagrams to back up and support written material
§ Draw clear, well-labelled relevant structures and relate these structures to their functions, eg lock and key or induced fit models of enzyme activity
§ Use Punnett squares to show a basic understanding of biological crosses.
§ Correctly interpret graphs and tables.
§ Select animal groups that demonstrate attributes and limitations required by the question
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL THREE
§ Spell biological terms correctly
§ Write legibly
§ Make effective use of resource material in their answers / § Know stem words – describe, explain, discuss and the synonyms/terms from the explanatory notes
§ Define or describe a term or process before going on to discuss it,
§ Show a clear understanding of the difference between DNA replication and protein synthesis; kinesis and taxis
§ Identify key words (bold) that apply in contexts
§ Use biological terms appropriately, correctly and with confidence
§ Use objective (not anthropomorphic) responses eg cuckoo/host interactions
§ Know basic biotechnological techniques listed in the standard
§ Relate definitions to the new resource and contexts in a question / § Read and interpret questions carefully
§ Respond to question rather than just repeat information given in the resource material
§ Read the resource material carefully and identify all requirements of the questions / § Be concise, clear, relevant and accurate in descriptions
§ Use evidence and examples
§ Be coherent and in-depth, justifying responses
§ Avoid over-generalisation
§ Write in a logical, methodical and ordered way before weighing up evidence and coming to a conclusion
§ Link ideas to each other and to the question stem
§ Give paragraph length answers where needed with specific details
§ Respond to question rather than just repeat information given in the question
§ Integrate resource material into their answers
§ Relate the answer to the context in the question
§ Write responses that link ideas and concepts in a coherent manner
§ Sum up the answer with a concluding sentence
§ Avoid anthropomorphism, contradictions & teleology.
§ For a discuss question, scaffold answer (describe & explain) before going on to a discussion
§ Write logical, methodical responses before weighing up evidence and coming to a conclusion / § Select and process relevant information for context
§ Take information from one context and use it in another
§ Demonstrate analytical and integrative skills
§ Process data in investigations and field work
§ Reference sources
§ Interpret resource material correctly
§ Complete a Punnett square
§ Read and interpret data in graphs, diagrams, tables, phylogenetic trees and other resource materials provided
DEEPER FEATURES – THINKING SKILLS
Create
LEVEL ONE§ Use correct terminology
§ Differentiate between terms eg urea and urine, aerobic & anaerobic
§ Avoid confusions eg bile is not an enzyme, enzymes are not living things
§ Complete a simple Punnett square to identify unknown genotypes.
§ Recall and describe basic facts correctly
§ Demonstrate knowledge of key concepts, eg inflammation, vaccination
§ Name and identify structure and/or function eg hormones, endocrine glands
§ Use correctly labelled and accurate diagrams to communicate / support ideas eg tooth, virus / § Explain biological principles and concepts eg gestation, sperm production and the ovarian cycle, pollination, photosynthesis
§ Understand sequence eg base sequence of code gives order of amino acids in protein, which determines phenotype like eye colour
§ Show understanding of biological structures and functions eg flower parts, seed structure
§ Show understanding of key biological concepts and processes by giving explanations eg base-pairing, role of DNA
§ Answer specifically and accurately
§ Back up evidence with named, detailed, relevant examples / § Understand purpose – mitosis/meiosis
§ Use eg test cross, punnet square, ratios, fractions
§ Link key ideas to each other and to the question
§ Link ideas e.g. structure to function; between causes
§ Apply correct processes and concepts in context eg infection to food prep
§ Relate lifestyle factors to possible problems for an organ system.
§ Apply data from a table to a new situation
§ Apply their understanding in less familiar contexts / § Interpret pedigree chart – discuss implications thoroughly
§ Consider the consequences, eg effect of cancer / emphysema / not being able to exercise regularly.
§ Discuss two variables and compare them
§ Discuss the interactions eg feedback control of hormones
DEEPER FEATURES – THINKING SKILLS
LEVEL TWO
§ Recognise/use key terms accurately eg phenotype, genotype
§ Show knowledge of 3 animal/plant groups
§ Draw accurate, well-labelled diagrams of relevant structures eg of lock and key or induced fit models of enzyme activity
§ Use annotated diagrams to explain concepts.
§ Clearly & accurately describe concepts and processes e.g. structural adaptations
§ Use Punnett squares to show a basic understanding of biological crosses.
§ Relate structures to their functions / § Accurately and clearly explain key concepts & processes eg meiosis, mutation, dihybrid cross
§ Differentiate between terms eg phenotype and genotype; nutrition transport & transpiration
§ Demonstrate good understanding of the overall purpose of the biological process
§ Give reasons as to how or why something happens
§ Use appropriate examples
§ Identify the need for a test cross to determine genotype
§ Select features relevant to a process / § Discuss links e.g. between variation & survival; gene pool size & variation; diversity & environment; diversity and biological processes
§ Apply biological knowledge in unfamiliar contexts
§ Link ideas to a given context
§ Combine the information provided by resource material and their own knowledge and explain this using biological ideas and concepts / § Discuss appropriate selection pressures in a given context
§ Show purpose / implications
§ Compare or contrast with the use of relevant examples to support statements
§ Answers incorporate, link & expand on several key ideas eg water re-absorption, gut length, and mouthparts
DEEPER FEATURES – THINKING SKILLS
LEVEL THREE
§ Define biological terms and concepts
§ Distinguish between terms eg codon & nucleotide; photoperiod & photosynthesis; DNA replication & protein synthesis; kinesis & taxis; genotype & phenotype
§ Show basic knowledge of biotechnological techniques listed in the standard
§ List key steps in a technique eg gene cloning
§ Be familiar with current advances in biology
§ Identify key parts in diagrams eg key features of primate and hominin anatomy / § Identify key words to apply in the context
§ Understand concepts, terms and processes eg gene expression; nature and action of plant hormones; migration; sex linkage, metabolic pathways, role of environmental cues in organism responses, evolutionary processes
§ Clearly and precisely describe processes (e.g. transcription, translation) rather than simply naming them
§ Understand purpose eg of biotech techniques
§ Differentiate eg between techniques and applications eg DNA profiling, DNA sequencing
§ Draw accurate diagrams and integrate into explanations / § Compare in explicit terms
§ Apply knowledge in novel contexts
§ Link ideas to question stems
§ Take information from one context and use it in another
§ Use punnet squares
§ Relate definitions to the new resource and contexts in a question
§ Use resource material effectively
§ Link ideas and processes, and explain these connections
§ Differentiate between Out Of Africa & Multi-regional hypotheses and apply to resource material / § Link ideas / show relationships between concepts in context
§ Compare and contrast differences in concepts and processes
§ Account for processes and factors
§ Interpret eg experimental data; features of human anatomy and evolution, linking position of foramen magnum to posture and locomotion
§ Understand link between purpose and application eg use of DNA profiling in determining relationships
§ See patterns and trends
§ Integrate knowledge with experimental data given
§ Demonstrate integrative skills / § Justify responses
§ Understand significance – e.g. redundant nature of the genetic code
§ Demonstrate analytical skills
§ Write logical, methodical responses – e.g. describing alternative hypotheses for origin of modern humans, before weighing up evidence and coming to a conclusion
§ Justify patterns and trends
EXTENSION FEATURES – towards MERIT and EXCELLENCE