moderation and validation of teacher judgements in school
Post on 31-Dec-2015
23 Views
Preview:
DESCRIPTION
TRANSCRIPT
Moderation and Validation of Teacher Judgements in School
Aims of the session
• Share models of familiarising teachers with the achievement standards.
• Share and undertake a model for validating an A-E judgements using the Achievement Standards.
• Review protocols and support materials to be use in the moderation process.
Improve monitoring data
Build opportunities for staff collaboration
Develop commonality in beliefs /understanding
Improving validity of student data
Ensure consistent judgements
Impact on the ‘Instructional Core’
Using the Standards for a number of purposes
Staff engaging with samples of student work, undertaking discussions around
and making judgements with the AC Achievement Standards
Familiarisation with the
Achievement Standards
Moderation for Validation
Teachers can explore Achievement Standards without the need to determine a
student achievement level required for reporting (A-E).
Teachers use ACARA/donated samples work samples for English and Mathematics to
assess and determine student proficiency demonstrated against the
achievement standards.
Teachers make judgments about the quality of the work samples and suggestions for task
development.
Confirmation or adjustments made to teacher judgements on student work
outcomes in English modes/Mathematics (both A-E and achievement standard achieved).
Warm and cool feedback provided on task design and possible next steps towards
achievement standard and the information that would be needed to make a sound judgement.
The opportunity to apply feedback/confirmation of judgement from representative samples when assessing the outcomes of other students in a class/future
task design.Deeper teacher understanding, confidence and validity when making judgements with the AC Achievement Standards
Familiarisation with the Standards
Judgements of student achievement at Australian Curriculum Achievement
Standards
Reflections on quality of sample and need for
further information/ideas for task development
Focus on modes as ‘Receptive’ and ‘Productive’ rather than ‘Writing’, ‘reading’ and ‘speaking and listening’ at
this stage. Focus on Understanding and Skills in Mathematics.
Models of processes for familiarisation
All staff to review 3 students samples from across the school (collection of at
least 3 pieces of evidence with supporting details of task summary and level of
support required, but no judgement made at Achievement Standard).
Level of achievement (Year level AS being attained) is revealed and reasons for judgement discussed and clarified
Teachers presented with
envelopes containing a number of
collections of samples (3x 1
student)Samples relate to
AS in Early Years/Primary
Years/Middle Years
A range of separated Achievement standards are
included along with Scope and Sequence for additional detail.Highlight where
elements of an AS have been covered
Use post-it notes to record
improvement s to the task that could be made and areas of AS
unable to determine due to lack of evidence
Early Years
Primary Years
Middle Years
Task 1Jamie – Year 6 studentA discussion over a coffee has led to an opportunity to make a judgement. Where do you think he is? Read the two samples of evidence first, along with the summary of the task and make a judgement of the Achievement Standard he is working within. (3 minutes reading time/ 10 minutes for judgement)
No judgement made, but a rough estimate
made of the range he will be working in
Achievement Standard organised in
Receptive and Productive modes to align with Curriculum
intent
Summary of task and the support received
provided to guide discussion and provide
extra information
Moderation Protocol
Is there sufficient evidence to make a judgment?
Look for what is there, not what is missing. Stay focused on
what is evident within the sample.
Acknowledge distracters like legibility, incomplete work and
content but don’t allow them to take over the conversation.
Beware of confusing achievement with effort, cultural or gender
stereotyping.
Be supportive when listening to a colleague’s comments.
Explore perspectives that differ from your own and learn from
them.
Listen openly.
Don’t let assumptions determine your decision – trust the
contextual information provided.
Raise questions, not for the purpose of locating definitive answers,
but for broadening the boundaries of our understandings.
The Golden Rule
10 minutes, then move on
Process to making an on-balance judgement
Read all samples and
task summaries to be familiar with content(3-4 mins)
Use your professional
judgement to choose an
Achievement Standard you think this child is working in, as a starting
point.
Begin looking at the Achievement Standard, identifying elements the student response
to a task demonstrates and
highlighting when this is evident
Take into consideration the context, that is
how much support did the student need to
complete the task.
If necessary, move up or down a
standard as you challenge your
initial judgement, use Content
Descriptions if more information
is needed
Record an on-balance judgement (across all
modes) for the Achievement Standard the student is working
within.
Are they where they should be?
– if not …go deeper
(4 mins)
• Will any adjustments need to be made to your expectations?
• Did you gain any new understandings of the Achievement Standards or the year level expectations for your students performance in English?
• Did the assessment tasks provide you with enough evidence to make a judgement?
• What further information would you require?
Reflections on the process with your partner
Moderation for validation of an A-E judgement
Teachers bring representative samples for focus area(s) from
three students, each composing of at least 3 pieces of evidence
to support a judgement.
Samples are placed in appropriate Year level boxes/tubs
(Year level of student)
Teachers validate others A-E judgement of student
demonstration against their Year level standard/include possible next steps or
feedback on elements missing which would have allowed a more secure judgement to have been
made/student to achieve standard.
Teaching teams (in pairs) set up to encourage collaboration and to ensure volume of samples are
validated
Pairs select a sample other than their own
When sample is validated twice, placed in completed pile
Meet Thomas, Natasha, Mark and Charlotte
Process to validating an A-E judgement
Read all samples and
task summaries to be familiar with content(3-4 mins)
Using teacher A-E judgement check
samples for evidence of student working at the Achievement Standard for their current Year level
and highlighting where demonstrated,
use content descriptors for
additional information, if
required.
Record an A-E outcome for each
mode for the Achievement Standard related to their current
year level.
Take into consideration the context, that is
how much support did the student need to
complete the task.
Do you agree with A-E judgement based on language used in the
descriptors? Where is the student demonstrating
achievement?
Provide positives/strengths of
taskProvide direction, not
criticism
Focus on the sample, not the student
Suggested next steps and task development
What now?
Building in opportunities for suggested next steps and ideas for task development
Focus on transfer of learning and building opportunities for discussions around curriculum delivery
Informal and ongoing conversations about standards and confirming judgements
I used to think… Now I think…
Now I want…
Reflect…
top related