VA-12 - Value-added reporting for Year 12
Progress per student in Year 12 table
A table of results is given for each student. This table shows the subjects they did in Year 12, their average Year 11 score and the Year 12 progress made in each subject.
Note: Some subjects are a combination of two or more domains of standards. For example, 'physics/chemistry' is a combination of physics standards and chemistry standards.
Progress per student in Year 12 graph
The Year 12 retrospective value-added feedback shows each student's progress in a range of subjects. In the example shown, the best progress was made in chemistry (or physics/chemistry) and the slowest progress was in English.
Target graphs for each student to the end of Year 13
Target graphs are done for each student as part of the student report. Targets are based on the subjects taken in Year 12 by a student, his/her average Year 12 NCEA score and the latest national regression lines for each subject.
Shaded bars in each subject give the minimum expectation. Dotted horizontal lines give rough levels of expectation. For example, in physical education (below) the student is not only expected to pass at least 20 credits in this subject, but about half of them should be at the level of merit. In science, however, the same student is expected to pass or gain achievement in approximately 17 credits. The student is not expected to gain any merits or excellence grades. The aim is for the student to go as far as possible beyond the minimum expectation.
Results per subject in Year 12
A table of results is given for each subject. The average Year 11 weighted NCEA value is given along with the 'StdResidual' column on the far right. The 'StdResidual' is the value-added progress score for each student doing that subject.
Progress for each subject in Year 12
The line through the data is based on the weighted national results of all students in New Zealand who did NCEA in that subject in Year 12. The average Year 11 scores are on the X axis and the weighted Year 12 scores are on the Y axis. Each school sees their pupils scattered around the national line for that subject.
For each student, their value-added score (or residual) is the vertical distance from their position to the national line. This vertical distance is called the 'residual'.
To produce the value-added score for each student, the residuals are standardised to a mean of 0.0 and a standard deviation of 1.0. The value-added scores can be interpreted as:
- 0.0 The student has kept pace with others of like ability in that subject. He/she will be represented as a point on the line.
- Above 0.0 The student progressed further than others of like ability in that subject. He/she will be represented as a point above the line.
- Below 0.0 The student lagged behind others of like ability in that subject. He/she will be represented as a point below the line.
Statistical process control charts for each subject in Year 12
Statistical Process Control (SPC) charts show longitudinal progress of each subject over a number of years.
Schools receive a different SPC chart for each subject.
The background region shows standard error at 2 and 3 standard deviations.
National progress for each subject is 0.0. If a school's progress in the subject lies within the inner region (blue/green area) then any difference between the overall average progress and the school's progress could be due to chance. If a school's progress is in the brown region or beyond, there is more than chance involved.
Institution report for Year 12
The institution report monitors the progress across subjects within a school.
National progress for each subject is 0.0. If a school's progress for the subject lies within the inner region (blue/green area) then any difference between the overall average progress and the school's progress could be due to chance. If a school's progress is in the brown region or beyond, there is more than chance involved. The background region shows standard error at 2 and 3 standard deviations.