Anyway, here's Mr Carnegie's thoughts on the matter:
NCEA has been successful in many areas, especially keeping students in school longer. However it is very clear from our research that for very many students NCEA is not effectively preparing them for engineering study at university.
Our research over a large number of first-year engineering students reveals a systemic problem with the concept of the "achieved" NCEA grade. This grade spans a huge range - it can include excellence-level students who have made some minor errors, through to students who really have not gained competence in the material. Many potentially capable students report that they just "cruised through NCEA" knowing they would be able to obtain the achieved grade with minimal work. A failed assessment is "no big deal"as often they get to re-sit that assessment. When they take that work ethic and expectation into University study, they are in trouble. The result is that there is significant variability in "achieved-level" students' study habits, work ethic and subsequently, actual subject knowledge.
Compounding this issue, we are aware of secondary schools that actively discourage students who have only gained an achieved grade in mathematics at NCEA Level 2 from enrolling in that subject at Level 3. This seems to be due to a concern that those students might fail, with a consequential adverse effect on that school's league table standings. This removes many potential students from even being able to consider enrolment in engineering.
At the core of the problem is the lack of a real, meaningful grade. I advocate for a return to real percentage scores - these motivate students to improve themselves, to gain the best score they can. It would end the farce of excellent students receiving an achieved grade due to one or two minor mistakes. It would give the universities a real understanding of student ability.






