ACADEMIC COMMITTEE:
The Aural Component in Language Examinations
The following cotributions from members of the Academic Committee explain aspects of the NZEST examinations.

Aural Component in Language Examinations

NZEST Grading System

Keeping Up With the Academic Pace -- New Subjects

Mike Farrell, the language representative on the Academic Committee writes about the placement of the aural component in the language examinations.
Currently the aural component is sat before the written part of the examination in both School Certificate and the NZEST Scholarship examinations, and afterwards in the NZQA Bursary examinations.
The NZEST modern language examiners of 1998 recommended that the aural section be placed first and after discussion by the Academic Committee it was agreed that this should be trialed.

The feedback from teachers concerning the 1999 examinations produced some objections to this change. The two principal arguments against the aural component coming first are that latecomers would be greatly disadvantaged and that candidates would be too nervous and not sufficiently attuned to the foreign language to do themselves justice.

The opposing argument, which at present has been accepted, is that after two hours plus of thinking and writing, the candidates would be too fatigued to perform at their best. Candidates also appreciated that once the aural section was over, they had a clear run to the end of the examination.

The NZEST analysis of the situation will be ongoing.

The Academic Committee's primary responsibilities are:

The appointment of examiners and examination moderators;

Providing direction and advice to examiners regarding syllabus coverage, degree of difficulty of examinations. examination format;

Evaluation of each examination;

Examination moderation;

Evaluation of candidate performance;

Communication with candidates and schools of changes in examination prescription and format;

Review of the implementation of the aims of NZEST;

Promotion of the value of NZEST to New Zealand education.

 The NZEST Grading System
Phil Coombe, social sciences representative on the Academic Committee writes about the grading system used by NZEST. As the entries into NZEST examinations continue to increase two notable trands have emerged. There is an increase in the number of candidates vying for National Scholarships, Scholarships, and Medallist Awards. These are candidates who enter five or more subjects. There has also been an increase in the number of students who have single or multiple subject entry, but below that of the awards level.

A+ 9
A 8
A- 7
B+ 6
B 5
B- 4
C+ 3
C 2
C- 1
D 0
The NZEST grading system
Whatever the nature of the entry, each subject is of a 'stand alone' nature and there is no scaling in the NZEST examinations.NZEST uses a grading system and there are 10 grades from A+ down to D.

These grades generate the points scale shown on the left. The examiners, in consultation with the marking panel, recommend the cut-off marks for A+ denoting outstanding work, and C- which is the lowest mark demonstrating any competence. The intervening grades are then allocated and approved by the representatives of the Academic Committee.

Scholarships are then calculated on the total number of points a candidate earns, across a maximum of five examinations.

The grades ensure comparability between subjects, which may have a different examination mean. It should be stressed that the grades are awarded on the basis of performance in a particular examination, regardless of the number of entries a candidate has made.

This system allows a candidate to test their all-round scholarship or to discover their ability in a favoured subject. Clearly, the entries in the NZEST examinations show that there is a demand for both types of entry.

Keeping up with the Academic Pace
Music will be offered as an examination subject in 2001. It will have a defined Scholarship prescription and the Academic Committee hopes that before long it can also offer Graphics and Physical Education. All three subjects are undergoing the process of being incorporated into the NZEST canon of subjects.

The Academic Committee is responsible to the Trust Board members for ensuring the annual implementation of quality examiners for New Zealand's most able academic students. Members of the Committee are recognised university academics and expert secondary school teachers.