Year 9 – 11 Assessment

During the important years of 9 to 11 in our student’s education, they are entering a pivotal phase. This period is marked by the introduction to a range of subjects and the development of more advanced thinking skills. It involves focused and purposeful practice to enhance their ability to grasp subject-specific knowledge and acquire new skills.

Learning Progressions

  • The level which a student is demonstrating knowledge or skills, based on the NZ Curriculum

  • An evaluation of student progress using various modes of learning evidence (not just a one-off test)

Understanding the merit of learning progressions during the years 9 to 11 phase of education is key to appreciating a student’s academic growth. Learning progressions offer a structured framework that maps out their development as they move through these critical years. Learning progressions empower educators to tailor their teaching methods to suit their students’ evolving needs, ensuring that they are consistently challenged and engaged at the appropriate level.

Our Learning Progression Framework is fueled by formative assessment. Through ongoing and regular formative assessment, which we call ‘Checkpoints’, we can identify how students are progressing and provide meaningful feedback which is simple to understand and straightforward to act on. The learning language we use when reporting progress are Emerging, Developing, Consolidating, Proficient, and Exceeding. This enables us to report progress that reflects a trajectory of learning rather than a single snapshot, giving a richer picture of development over time.

Over the last few decades, the school of thought that student knowledge should be measured through summative assessment (such as one essay, or one exam) has shifted. Modern education recognises the importance of varied modes of learning supported by ongoing formative assessment, so that regular feedback can be provided and students can action that feedback. We make the most of the Year 9 to 11 years by delivering courses that enable students to engage more deeply and critically with their studies. This approach ensures they are well-prepared and knowledge-rich when they begin NCEA.

FAQs

While NCEA Level 1 is a useful exit qualification in some schools, for many it is not the qualification that is of importance for student pathways.

The current NZ Curriculum changes have provided schools across the country the opportunity to reconsider whether NCEA Level 1 is fit for purpose. Like many schools, Wellington College decided to remove it and replace it with more learning time that is not driven by high stakes summative assessment and examinations, but more depth and rigour of skills and knowledge. We believe, through our excellent learning programmes and specialist teachers, that we can better prepare our students for the demands of NCEA Level 2.

It is important to remember that our aim is to ensure our students develop knowledge, understanding, and skills that lock into their long-term memory. Performance in examinations is not the same as genuine learning.

Removing NCEA Level 1 does not affect our accelerated programmes in Mathematics and Science. Students in Year 11 doing NCEA Level 2 will not receive Learning Progressions, they will receive NCEA grades.

During a phase of learning (unit or topic), students are taught specific subject knowledge and embark on multiple learning activities to demonstrate what they can understand (conceptual knowledge), know (substantive knowledge), and do (procedural knowledge).

As students learn, teachers have multiple ways to evaluate the progress of students. These include observations, conversations, quizzes, tests, exams, performances, essays, project work, speeches, group activities and so on. All of these ways of demonstrating knowledge are important and will vary depending on the subject.

LEARNING PROGRESSION DEFINITIONS BASED ON CURRICULUM LEVEL:

Emerging: At this level, a student is beginning to grasp basic concepts and skills but may still require significant support and guidance from teachers or parents. They are in the early stages of learning at the curriculum level and are just starting to demonstrate understanding.

Developing: Students at this level are building their understanding and skills at the curriculum level. They can demonstrate learning in supported or familiar contexts but are not yet consistently meeting the expected standard. They continue to require guidance to strengthen their knowledge, application, and independence.

Consolidating: Students at this level are working towards meeting the expectations of the curriculum level. They demonstrate most of the required knowledge and skills and are showing increasing consistency and independence. To fully meet curriculum expectations, they need to apply their learning reliably across a range of contexts by the end of the year.

Proficient: Proficient students have a solid grasp of the subject matter and can apply their knowledge and skills effectively in a variety of contexts. They demonstrate a level of competency that shows they understand the material and can work independently with minimal support.

Exceeding: Students at the exceeding level are demonstrating mastery of the material and are able to extend their learning beyond the basic concepts. They demonstrate a deeper understanding of the subject matter and can think critically, analyse information, and solve complex problems. They are continually improving and expanding their skills and knowledge

Students will receive between 1 – 6 Learning Progressions per year depending on the subject. Semester based subjects will receive less, while full year subjects will receive more.

In order for teachers to gauge an accurate evaluation of a student’s ability, it is important that they have provided ample opportunity for students to demonstrate their knowledge or skills. In some subjects, students will receive their first Learning Progression in Term 1, while for others in won’t be later into Term 2.

If you want an earlier indication of how your child is performing, refer to the Progress Reports. This will indicate how students are tracking towards the curriculum in the ‘Overall Progress’ section of the report.

Examinations still play an important role in secondary education, we just now know that it is isn’t the only way for a student to demonstrate their learning. However, alongside the Literacy and Numeracy CAAs that take place in both Year 10 and Year 11, we also run an examination series for Year 11 Mathematics, English and Science in preparation for NCEA.