F E B R U A R Y   2 0 1 9

We hope you'll find this issue valuable to your role as an assessor.

  • 2019 Moderation – what you need to know
  • Reform of Vocational Education - Proposal for Consultation
  • How to stay compliant
  • Completing assessments in Te Reo or Sign Language
  • Using Assessment Centres to improve trainee engagement
  • Entering the correct date of assessment
  • Timeliness of marking or completing assessments
  • Recording Oral / Verbal discussions:
  • How to deal with plagiarism
  • How to CRAVE good evidence
  • MyPath outage - 22 - 25 February - Aka Toi coming soon

    2019 Moderation – What you Need to Know
    This year, we ‘re contacting assessors when they have submitted their first assessment results in 2019 to get their 2019 Moderation Plans in progress. If you’ve already submitted results this year, please send assessment samples to attaching Moderation Cover Sheet to begin your 2019 moderation.  If you prefer to attend the Peer Moderation Workshop, the schedule and registration form are on our website.

    As always, feel free to contact us if you have any concerns to:

    Reform of Vocational Education - Proposal for Consultation
    We're sure most of you will be aware of the proposal that has been released for consultation and which has drawn significant media coverage. In short, the proposal makes three recommendations:

    1/ Redefining the roles of education providers and Industry Training Organisations (ITOs), and creating new Industry Skills Bodies.  ITO (on-the-job) trainees would be transitioned from ITOs to the new Institute of Skills & Technology
    2/ Merging the 16 Institutes of Technology and Polytechnics (ITPs) into one Institute of Skills & Technology (IST)
    3/ Creating a unified vocational education funding system

    You can read more about the proposal here.

    What does this mean for assessors and trainees?
    For Careerforce it remains business as usual. We make an absolute commitment to you that existing and new trainees will not be adversely affected. All current or new trainees will be able to complete their training programmes and have their qualifications awarded.

    For further information, please visit the Careerforce website and read the recent communication to employers in which Careerforce outlines its initial concerns.  This is a six week consultation with submissions closing Wednesday 27 March. We encourage you to have your say during this consultation, either directly, or providing your feedback to Careerforce.

    How to Stay Compliant
    Compliance with moderation requirements is a mandatory condition of you remaining a Careerforce assessor. This is audited by NZQA. If you entered assessment results during 2018 and have not already sent samples for moderation, you will not be able to enter any further assessment results until you do so. Similarly, if you have been asked for further samples or additional information from the National Moderators, and not provided these, you need to respond to these requests. The deregistration process will automatically commence unless you contact with a plan to resolve any outstanding requirements. The National Moderators can work with you in a number of ways to suit your situation.  Our Learning Engagement Advisors can give you individual support with the assessment process. We can only help if we are made aware of your needs.
    Completing Assessments in Te Reo or Sign
    NZ law recognises three official languages: English, Te Reo Māori, and Sign Language. Trainees are entitled to complete their assessments in any of these.

    An assessor recently completed an assessment in Sign Language. The trainee submitted video clips where their answers were all done in Sign to the assessor – effectively verbal assessment but in Sign.

    The assessor made notes of the key points from the trainee answers on the assessment and added a detailed note to the moderator about the process used. Good practice! Another Apprenticeship assessor identified Māori trainees struggling to complete their written assessments in English. She explained that they could do these in Te Reo and they completed some very good work once the language barrier was removed. Again, good practice and meeting the trainee’s needs.

    If you have trainees that wish to complete their assessments in Te Reo Māori or Sign Language, please contact so we can arrange translation services to help the trainee and the assessor complete the assessments in the most appropriate way.

    Using Assessment Centres to Improve Trainee Engagement
    We’ve used assessment centres to help workplaces get their trainees engaged and progressing through their qualification pathways. The assessor and observers/verifiers or workplace supervisors work together to complete the observations/verifications for a group of trainees. We then ask the trainees along to work with them to complete any gaps in their assessments and to have oral discussions so we can record evidence of answers for the assessor.

    This process can be used by workplaces themselves as an internal process. If you are interested, contact us via and we will tailor an approach to suit your needs.

    Pacifica Talanoa
    (talanoa means to talk or speak; it’s about inclusive, transparent dialogue to share stories and build empathy)

    Warm Pacific greetings to you all for the start of 2019. Are we seriously in the month of February  already?

    In December 2018 Careerforce Te Toi Pukenga held our first Pacifica Talanoa with a focus on engaging with our Pacifica Apprentices.

    We held a working breakfast fono at our Careerforce office in Manukau, Auckland to find out what kind of support is required to engage and motivate our Pacifica apprentices.  Despite being nervous and a little hesitant to enter the front door of our building, the barriers were broken down through laughter, music, sharing of food and the telling of stories of their learning journeys to date.  Those in attendance felt the initiative was well worth it and requested that this be on going event.

    If you are in the Auckland area and have Pacifica trainees that could benefit from attending the Talanoa group email: (Apprenticeships) or (all other qualifications)

    Resources/professional development opportunities to better support success and engage Pacifica trainees can be found here.

    Entering the Correct Date of Assessment
    There are three parts to an assessment:
    1. Preparing your trainee (discussing the assessment and ensuring that they understand what they have to do)
    2. Conducting the assessment (theory and practical)
    3. Giving feedback and processing results

    You should not record the date of assessment until after you have given your trainee feedback, i.e. completed the entire assessment process. That way, the entry of results will be easier to keep within the five working days of completing the assessment.

    Timeliness of Marking or Completing Assessments
    Trainees have the right to timely marking or completion of assessments by their assessor and receiving feedback/results. Assessors and employers must meet this obligation.

    When a trainee submits any work, assessors must complete marking within 2 weeks. Feedback must be given to the trainee within 1 week after this.

    Recording Oral / Verbal Discussions
    Where the assessor has marked a trainee’s assessment and found areas that need further clarification or checking, a discussion can occur to collect more evidence.  

    Any additional information collected by the assessor during these discussions must be clearly documented.

    'Evidence is the learner’s work, which demonstrates achievement of the assessment criteria. It needs to be recorded in ways that can be verified by another subject specialist or a moderator."

    If the evidence has come from a dialogue with learners, assessors must provide a checklist or annotated file note with a standard-specific description of the evidence viewed that supports the judgements made." NZQA

    What does this mean for a Careerforce assessor?

    • When you have any discussions with your trainees to collect more information, the new information must be noted down.
    • The notes must be clear so that anyone else reading them has a clear picture of the trainee’s performance.
    • The notes can be bullet points or a summary – they don’t have to be a full transcription of the conversation.
    • Be specific and ensure the notes are aligned to the task that requires more evidence.
    • Write the notes in a different coloured pen
    • Clearly identify that this new information is from an additional discussion.
    • Sign and date the notes.

    Task 1 Q1: Extra evidence from discussion 4 February 2019.
    Judy described how she supported resident AB for two different personal cares – showering and shaving, according to the personal care plan. JW 4/2/19

    Task 2 Q3: More evidence from discussion 10 January 2019.
    RT explained how he cleaned the room that showed understanding of not transferring dirt to the uncleaned areas. BA 11/1/19
    How to Deal with Plagiarism
    Plagiarism is the presentation of someone else’s work as your own. In assessments this is seen as answers that have been copied in part, or in full, from the learning material. For assessment to be authentic the trainee must show their own knowledge and skills. While Careerforce assessments are open book, trainees cannot copy information from the learning material as their answers.

    To avoid plagiarism, trainees must provide examples from their own work practice. When trainees provide an example of their practice, we see them applying what they have learned. This can be an acceptable demonstration of knowledge.

    If we ask for a definition, we will accept a direct quote if this is referenced. An appropriate reference allows you (or anyone else) to find exactly where that information came from.

    When marking and assessing, you should always use the assessor guide. The assessor guides typically use the same wording as the learning material. As part of good practice, you should also be familiar with the learning material.  If the trainee has copied an answer it should be easily detected when using the assessor guide.

    Do not mark plagiarised work as correct. Seek more information from the trainee. You can have a conversation and note down the key points of the discussion on the assessment. You and your trainee should both sign the notes to confirm that the notes are a correct record of the discussion.

    How to CRAVE Good Evidence
    Evidence is information or objects that demonstrate a trainee’s performance and can come from many different sources such as observations, verbal questions, written questions, feedback from others or documentation from the workplace to name a few. To ensure a trainee meets the requirements of an assessment, good evidence that shows their competence must be provided.

    But how do we know what forms good evidence?

    The CRAVES tool is designed to help assessors ensure that evidence meets the requirements of the assessment. If a piece of evidence meets CRAVES then it is good for assessment purposes.

    C - Current
    Does the evidence reflect the trainee’s current  performance? This should be evidence that is obtained within the last 12 months.
    R – Reliable and repeatable
    Does the evidence show the trainees understanding and interpretations? Does it predict future performance? Have you seen the work be done that way currently and is it likely to continually be done that way in the future?
    A – Authentic
    Is the evidence the work of the trainee? Is it their own knowledge rather than from a learning guide, other website or copied from another trainee?
    V – Valid
    Is the evidence specific to the outcomes of the unit standards and meets the criteria of any specific explanatory notes?
    E – Equitable
    Has the evidence been fairly obtained? Do all trainees have the same chance to complete the assessment? Are the decisions being made equitable with decisions of other trainee’s competence?
    S – Sufficient
    Is the evidence enough to meet the requirements of the unit standard and the assessment?
    Give it a go!
    CRAVE good evidence and put this tool into practice when assessing your next trainee.

    MyPath outage 22-25 February - Aka Toi is coming soon!
    On 25 February 2019 assessors will see some exciting changes to the MyPath learning and assessment platform, as we transition to the new and improved Aka Toi.
    We know that the user experience with MyPath had scope for improvement. As a result, we've gathered feedback and made some significant improvements.

    To allow for the necessary upgrades and testing, we’ll be offline from 2.00pm Friday 22 February until 8.30am Monday 25 February 2019.   We apologise for any inconvenience.

    More information is available here

    This newsletter is sent to all Careerforce registered assessors.  Archive copies can be downloaded from the Careerforce website.  Follow this link and scroll down to view and download archive newsletters:
    As always, we do appreciate all the support and guidance you give to your trainees. If you have any questions, please don't hesitate to contact us:
    Assessor Support:
    Moderation Support:


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