National Certificate of Educational Achievement The National Certificate of Educational Achievement ( NCEA ) is New Zealand 's official secondary school qualification normally offered to senior high school students— Year 11 through to Year 13 . NCEA uses criterion or standard-based assessment . NCEA assessment is administered both at the school level ( internal assessment ) , and at a national level ( external assessment , usually examinations ) . It has three levels , each generally studied in each of the three final school years ; each is registered on the National Qualifications Framework at levels 1 through 3 respectively . History NCEA replaced the previous secondary school qualifications in a phased change from 2002 to 2004 . The key difference between NCEA and the previous qualification framework is that NCEA is standard- or criterion-based system of assessment , whereas the previous qualifications were norm based . That is , to pass in NCEA , the student must demonstrate a certain level of knowledge ( the criterion or standard ) , whereas , for example , to pass a School Certificate course , the student had to gain a higher grade than at least half of those sitting that course . The qualifications at the time were the School Certificate , Sixth Form Certificate and the University Bursaries . The Universities Entrance Board ran Bursary and Sixth Form Certificate , and the Ministry of Education ran School Certificate , until 1991 when they were managed by the New Zealand Qualifications Authority . Controversy and media NCEA 's phase-in met controversy in the public and media . For some schools , this controversy delayed the introduction of the second level by one year . In these schools the Transitional Sixth Form Certificate was offered for one year in its place . The second and third levels of NCEA were then introduced simultaneously in 2004 . Some schools , most notably Auckland Grammar School which is headed by one of the most prominent critics of NCEA , decided to offer the International General Certificate of Secondary Education and the A-level General Certificate of Education instead of or alongside NCEA , for some or all of their students . Some schools did this in fear the new qualification would not be recognized overseas , some did this as critics of NCEA. The IGCSE and IGCE A-level are colloquially known as the `` Cambridge exams '' in New Zealand since the most prominent examination board is the University of Cambridge Local Examinations Syndicate . Some schools opted for the International Baccalaureate . This stepped the controversy up further . On the other hand , some schools , including Pakuranga College which is headed by a prominent proponent of NCEA , were fully behind NCEA and supported it . There was , therefore , a significant media battle about the introduction of this qualification . A number of schools have expressed that they would initially implement NCEA but might change to the IGCSE and GCE A-levels . Other people in the education sector , including education experts and universities , were also involved in this debate . Like schools , university professors and education experts were split over NCEA 's credibility . As time passed the debate involved opposition politicians as well . It became clear that there were faults in the system , it being a new system that had not been used in any other country before , though it had been tested in some schools . The Ministry of Education defended NCEA from the criticisms that were made of it . Many changes to the system were made in its first years , including the introduction of the New Zealand Scholarship and the awarding of holistic grades ( see below ) . In 2004 , after large criticisms of inter-subject and inter-year variability in results , a government inquiry into both NCEA and NZ Scholarship was initiated which resulted in further refinements . The report on NCEA by the State Services Commission was critical of NZQA 's performance , and recommended `` safety nets '' to avoid excessive variation without a suitable explanation—a measure felt by some to be a step back to norm-referencing . It also recommended that examination papers be returned later to allow more time for marking . During this time , the chief executive and board chairman of NZQA both resigned . After some weeding , the number of faults that remain in the system is a matter of wide-ranging opinion . The NCEA remains a point of debate in education , and it continues to undergo criticism and refinement while its outgoing students are watched with great interest . New Zealand University Entrance Until 1986 , University Entrance was awarded by examination or by `` accreditation '' . Some schools were not allowed to accredit University Entrance . From 1986 to 2003 , University Entrance was awarded to students whose scores were not enough for an A or B Bursary but good enough for University Entrance in the Bursary exams . From 2004 , under NCEA , University Entrance is based on the results achieved at NCEA Level 3 ( see below for details ) . Entrance Scholarships have been replaced by New Zealand Scholarship , a different but closely related award . Specifications A student gains the NCEA when he achieves a specified number of credits from standards on the National Qualifications Framework ( NQF ) , as follows : NCEA Level 1 is gained by achieving 80 credits at any level of the NQF , of which eight credits must demonstrate numeracy and eight credits must demonstrate literacy . NCEA Level 2 is gained by achieving 80 credits , of which 60 must be at Level 2 or higher and the remainder from any level. ( There is no literacy or numeracy requirement . ) NCEA Level 3 is gained by achieving 80 credits , of which 60 must be at Level 3 or higher and the remainder at Level 2 or higher . Level 1 is generally studied by students in their eleventh year of schooling , and Levels 2 and 3 at years 12 and 13 respectively . NCEA Level 3 is the national school leavers ' qualification . The New Zealand Qualifications Authority ( NZQA ) administers these qualifications . A standard is a module of work in which competence is demonstrated for the standard ( and associated credits ) are awarded . Standards in conventional school subjects , which are assessed against three passing grades ( achievement , achievement with merit and achievement with excellence ) , are known as achievement standards . Unit standards were designed for vocational fields and are either achieved or not achieved . Each credit is intended to represent ten hours of learning ; a 120-credit course in one year is considered to be full-time equivalent . Standards at Levels 1 to 3 are generally worth between two and eight credits . Subjects While the taking of prescribed subject courses is neither mandatory nor recognised by the certificate , academic subjects generally have matrices of recommended achievement standards for that subject . A subject matrix generally consists of 24 credits . Schools are not required to use or teach to these achievement standard combinations ; school often design courses of achievement standards , unit standards , or a mixture of both , for vocational courses or courses for the less able . NZQA also uses a list of approved subjects to award university entrance . An approved subject is a group of achievement and unit standards that are considered to belong to the same academic subject . Grade average The grade average is a score between 50 and 100 , normally assigned a group of achievement standards from the same subject , that can be used for ranking students or to see a rough aggregate measure of performance . Points are awarded for each achievement standard achieved : two points are awarded if it was achieved , three if it was achieved with merit or four if it was achieved with excellence . The grade average is the number of points awarded as a percentage of the maximum possible , that is , if all credits were achieved with excellence . For example , a student who achieves eight credits with excellence and 16 as achievement would have 64 points , so his grade average would be 67 . Students are not required to sit a full 24-credit course and the grade average is calculated based only on the standards that were entered and achieved ; that is , failed standards are not considered . The grade average is not intended to be a percentage mark , even though its presentation might imply it , it is rather a rough aggregate measure of performance in a subject . This method was put forward by NZQA , but universities have chosen to use the raw points count rather than the grade average to rank entrants . This ensures students who did not take a full course ( or fail some standards ) do not gain an unfair advantage . This has led to the questioning of whether those who take are not offered full courses at their schools are now disadvantaged by the system of aggregate raw points count . University entrance Students who gain 42 credits at Level 3 in no more than four subjects , of which 14 must come from each of two approved subjects , as well as 8 literacy credits at Level 2 and 14 numeracy credits at Level 1 , are awarded university entrance . For some tertiary courses which have a limited entry quota , students are ranked by their merit and excellence grades over their best 80 credits . For each credit gained , points are awarded as in the grade average above . Note that points are given per credit , not by standard , so a five-credit standard achieved with merit would get fifteen points . The students above the cut-off point for the course in question are admitted . This method is used over the grade average to ensure that students who did not take a full subject course ( or fail some standards ) do not gain an unfair advantage . Assessment Achievement levels Each standard can be achieved at one of three levels : achievement ( A ) - meaning the candidate met the criteria of the standard to a level which demonstrates adequate understanding of the material tested . achievement with merit ( M ) - meaning the candidate has met the criteria of the standard which demonstrates substantial knowledge of the material tested . achievement with excellence ( E ) - this mark means that the candidate has demonstrated in depth understanding of the material tested . A failure to gain an achievement grade is reported as not achieved ( NA or N ) . In externally assessed standards , a blank paper is reported as standard not attempted ( SNA ) . Marking mechanism NCEA uses a strict criterion-referenced marking system . In essay or task-based examinations , the criteria for each grade are made so that the marker looks at the work holistically and decides which level of performance has been achieved . For example , in a level 3 English paper , the depth of the candidate 's critical analysis of the studied works and the level of fluency shown are considered . In question-based examinations , item-testing is used : questions are set so that answers can demonstrate the levels required for achievement , merit or excellence . Questions which demonstrate basic understanding are known as `` achievement questions '' . Generally , to get an achievement grade , the majority of achievement questions must be correct . To get merit , a student must answer a certain proportion of merit questions correctly , and to get excellence , they must do so for the excellence questions . The proportion varies between subjects , and in most cases , an incomplete answer to an excellence question can be credited as achievement or merit depending on the answer 's quality . Typically there are more achievement opportunities than merit ones , and more merit questions than those of excellence . Holistic grades and replacement evidence The fault uncovered in this system was that a student could get the merit and excellence questions right but may stumble on the achievement questions – demonstrating a good understanding of the subject – but would be awarded with a not achieved grade , as he had failed to meet the criteria for achievement . Holistic grades were introduced — so that in such an event where technicalities had prevented the student from succeeding , the marker can use his professional judgement to judge if the student had reached a merit level . Replacement evidence is when a correct answer at a higher level used as evidence for a lower level at the expense of the correct higher-level answer , for example an excellence question being turned into a merit question when the student would not have enough merit questions to get merit otherwise . Supplementing by merit and excellence marks can only occur if these marks that come from a marking opportunity which has not already contributed an achievement mark , otherwise this would be 'double dipping ' and in practice counting the mark twice . The exact specifications of holistic grades and replacement evidence vary from subject to subject . Praises and Criticisms NCEA has generally met a mixed reception , both from the public and high-profile individuals . Some claim that it is far better than the old system , others claim that it is far worse ; some claim that it just needs attention to be fixed . Listed below are some of the main points that have been expressed for and against NCEA . Please note that there may be duplicate and contradicting points between the two arguments , and none of the following points are endorsed in their factual accuracy or advantage . This list includes arguments for each side only . Praises Some say that NCEA is a great step upwards from the old system , meeting the needs of students best . Some of their points are outlined below : Assessment is criteria-based : The old system was norm-based , mandating the failure of a set proportion of students each year . With NCEA this is no longer necessary , and students can understand exactly what is required of them . Flexible and tailored : The modules of NCEA make it flexible and tailored to all students , so that they can show their individual strengths . They can include what they want to , thus controlling their own learning . Greater analysis of results : Universities and employers can now analyse a candidate 's strengths and weaknesses with results in individual sectors given as opposed to what some considered a vague percentage . Improvement in internal assessment : Internal assessment is now moderated , unlike before , and tests understanding in practical situations as well . Also , the increase of internal assessment relieves pressure from the final examinations . Levels are relevant to each other : The three previous secondary qualifications were separate and were not related to each other . NCEA 's three levels are all linked under one system . Criticisms NCEA has had its critics on different levels . Some say that NCEA will never achieve acceptance from the public , because it is meaningless . Others say that NCEA needs to be fixed , as NCEA is not heading down the road it was meant to be . The criticism from both views ( some of which overlap ) are outlined below : No statistical correction : There is no predetermined proportion of passes or failures . This means that the pass rate is not constant between years or standards . Modules can be excluded from a subject : Previously , the number of optional parts of a subject were fewer . Under the NCEA , students have the choice of excluding modules they do not want to enter . Mark bands are inconsistent : The marking system means that grades are not consistent with percentages , as it depends on which questions were correct . Thus , a student can outscore another but receive a lower grade . Combined academic and vocational standards : Before academic subjects are introduced , the original standards on the National Qualifications Framework were vocational . The two types cannot contribute to the same qualification as they are not suitable for each other . Poor internal assessment : The criteria for achievement are often inconcise meaning that teachers have difficulty assessing work . Also , some schools allow varying numbers of resits , but others do not . Moderation is poor as incorrect grades are not actually changed . External link National Certificate of Educational Achievement website Categories : Education in New Zealand | School qualifications | High school diploma 