Authenticity, AI and internal assessment
Alice Wards
School Relationship Manager
alice.wards@nzqa.govt.nz
Today’s webinar
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NZQA requirements and expectations
The Rules
Authenticity or authentic is the assurance that the evidence submitted for assessment by a Candidate is their own, with the evidence being free of plagiarism, and any inclusion of work from another source acknowledged and appropriately referenced.
Plagiarism is where a Candidate has: (a) copied, paraphrased, sourced or otherwise used another person's work or ideas; or (b) used machine or device generated content (such as through the use of artificial intelligence); and (c) presented it as the Candidate’s own work without full acknowledgement.
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Myth 3: Managing authenticity
“Assessors can monitor the authenticity of student work as it's developed and during marking through:
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Official guidance
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Conditions of assessment
e.g. Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
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Credible assessment practice
Communicate clear expectations
What it looks like:
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Design assessments that promote student ownership and authenticity
What it looks like:
Teachers design tasks that require students to apply knowledge in personalised contexts, using their own experiences or ideas, making it difficult to rely solely on AI-generated content.
For example:
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Don’t keep secrets – a school example:
At the start of each internal assessment, students complete a cover sheet. Teachers guide students through the relevant assessment conditions for that standard, making it clear:
Students sign the same cover sheet when they hand it in.
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Use multiple checkpoints and draft submissions
What it looks like:
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Strategies to help students to avoid temptation:
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Use verbal questioning and conferencing
What it looks like:
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Build student assessment capability
What it looks like:
Students know what the standard requires, including
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Active invigilation in test situations
What it looks like:
… and other old-school checks.
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Fair and transparent processes for addressing breaches
What it looks like:
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Ask your teachers
“How do you know that it’s their work?”
I don’t think our kids use it, really.
It’s getting harder to tell – I’m checking their work more often now.
I write my own assessment tasks.
I put the onus on them to provide evidence that it is their own work.
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Ask your students
“How do your teachers know your work is your own?”
They know us too well – they’d know if we used it.
Some of them are really good at using AI checkers.
I think you could get away with it quite easily in some classes.
They know my writing and what I can do.
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Evaluation form
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Assessor Support
NZQA learning management software – Pūtake https://lms.nzqa.govt.nz
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Assessor Support
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Assessor Practice Tool
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Kia ora�Thank you
www.nzqa.govt.nz