leading planning, assessment and moderation. all slides from dunblane on 11 sept 2013
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Leading PAM Conferences 2013
Principles & Practice of Planning, Assessment & Moderation
AHDS
May 2013 Pam Nesbitt President, AHDS 1
Pam Nesbitt, PresidentAHDS
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May 2013 Pam Nesbitt President, AHDS 2
Learning IntentionsYou should have a better understanding of:Planning, assessment & moderation principles,
policy, practice and the role of assessment in CfE
different components of planning, assessment & moderation mechanisms to support assessment
where assessment fits – NAR Flowchart/PAM Cycle
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Cooperative/Active Learning
PlanningAssessment and Moderation
Enhanced learning &
teaching
Shared understanding
& effective assessment for
learning
Consistent and creative planning and
tracking
Delivery of CfE7 Principles of
Curriculum Design
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How do we describe CfE? Collaborative learning and working, within and across
sectors (pupils & staff) Relevant Opportunities for transfer of learning and personal
achievement Assessment planned for and supporting learning Learning to learn Use of technology Design of Physical environment Learning methodologies Pedagogy
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PAM Cycle
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Planning & AssessmentWhat do I want pupils to learn? – Es & OsWhat will I assess and criteria for
assessment?What are the assessment implications?Learning intentions and success criteria?Shared expectations?Appropriate planned learning activities? – 7
principles of curriculum designWhat resource(s) will I use?Which teaching styles will I used?How successful was the learning experience? How do I know?
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Responsive Planning & Pupil Involvement
ReflectReviewRespond
Need to have professional dialogue and discussion and know where the children have come from and where they are going
Pupil involvement at every stage of the process is crucial and should be evident
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What do we talk about?Learning Approaches – the medium doesn’t matter
Inter-disciplinary learningCooperative learningRich tasksLiteracy & NumeracyCross curricularCritical skillsAifL
How children learn?What do we need to achieve?What is our shared understanding of standard?
Moderation & assessment must be planned
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Planning for learning, teaching & assessment
Reflective questions How do you currently consider/use the following in planning for learning, teaching & assessment?The prior learning / experiences of learners?
The Experiences & OutcomesThe Principles & Practice papers
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The NAR FlowchartDiagram of the process of planning for
learning, teaching and assessment
Demonstrates the process outlined in BtC5
Provides a model for planning and evaluating planned learning
Process followed by those creating NAR exemplars
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The NAR FlowchartReflective questionsHow have your approaches to assessment
developed with CfE?
How do you currently provide feedback to pupils on their progress in learning? Is feedback directly related to success criteria?
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Shared expectations are discussed and
agreed.Learning intentions & Success criteria
demonstrate evidence
requirements
Teachers discuss with others
within school, cluster, authority.Develops shared understanding of
standards.
Teachers make an informed
professional judgement about the evidence
gathered.
Teachers feed back this
information to pupils giving clear guidance on next
steps.
This informs the progress of
the learner journey and
informs future planning.
LEARNER
Principles of Moderation
Teachers use evidence from self assessment, peer assessment and
teacher led assessment.
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Making Judgements
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Moderation & Shared Standards & Expectations
Must happen firstModeration often seen as an end on exerciseImportant that moderation is not a one off
event and is constantly reviewedUse of NAR & TACLAN as professional
development toolProcedures to facilitate the process that are
meaningful and manageable!!
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Thoughts on ModerationWork through planning first leave as little
as possible to the “post mortem”Work from evidence and practice“What does a good one look like?”Link to CPDClass level, school level, cluster level,
authority level and National levelSharing standards and expectationsChallenging professional dialogue & debate
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Assessment – key messageThis is not new!There is no silver bullet/holy grailWe have the answersOne size does not fit allProfessional dialogue and judgement are
crucialTime is crucialAssessment does not sit in isolation
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Whole Curriculum
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BtC5 key points:1. Learner engagement in assessment is crucial.2. Teachers need to use many approaches to
assessment.3. Assessment should focus on breadth, challenge and
application.4. Evidence of learners’ progress can be gathered
across the four contexts for learning.5. Professional dialogue is central to agreeing
standards.6. Assessments should be reliable, valid and
proportionate.7. Curriculum for Excellence principles
should underpin reporting.8. Assessment needs to be quality
assured.
Principles of assessment in BtC5
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Purpose of Assessment
•To support the learning and the learner and help plan the next steps to ensure progress.
•To provide assurances to parents, the children and others that progress is taking place.
•To provide a summary of what learners have achieved.
•To support transitions at all levels
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BtC5: A Framework for Assessment
LEARNER
Informing self- evaluation for improvement
Reporting on progress and achievement
How we assess
Principles of assessment
What we assess
When we assess
Ensuring quality and confidence in assessment
Reflecting the values and
principles of CfE
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Starter QuestionsWhat do we assess?Why do we assess?When do we assess?How do we assess?Are planning for engaging assessment that supports learning?
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Assessment – The Big PicturePrinciples of assessment in CfEWhat do we assess?
Why do we assess?
When do we assess?
-Knowledge and understanding-Skills-Attributes and capabilities
- To support the learning process
- To promote learner engagement
- To determine the nature of the support required
- Routinely, as part of the learning and teaching process
- From time to time
- At transitions
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Assessment – The Big Picture
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video clipsaudio clipsdiariesreportsPowerPoint
presentationsnotesPostersShow-me boards
observationsphotographsdrawingsmodelschecklistshighlightingcartoonsstoryboardswritten test
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say write make do
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What do progress and achievement in CfE look like?
For learners to demonstrate that their progress is secure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliar
situations(Assessment for Curriculum for Excellence: Strategic Vision, Key Principles
September 2009: page 2-3)
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Key features of assessment in CfE - ProgressBreadth
• achieving across many outcomes but also…..
• being able to make connections between them
Challenge
• depth and sophistication of understanding requires learners to be able to show more than the acquisition of knowledge
Application • equipping learners to apply knowledge and skills in familiar and unfamiliar contexts, including beyond the classroom
Assessment – The Big Picture
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Assessment Wheel
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Assessment ComponentsModerationEvidence – Formative/SummativeTeacher’s judgementsBaseline AssessmentProfiling & the Profile P7/S3ReportingNARCfE Planning, Tracking, CoverageImportance of BTC4 & Skills development
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Blooms Triangle
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producing material is the same as creating remembering offers no challenge thinking skills have to be taught sequentially learners should be using higher order thinking skills only
eating
Evaluating
Applying
Understanding
RememberingRemembering
Understanding
Applying
Analysing
Evaluating
Creating
Common Misconceptions
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Planning & Assessment Process What we’re going to learn (Curriculum)
Es & Os
How will we learn (Learning & Teaching) Learning & Teaching approaches Principles & Practice (papers in CfE folder) Breadth, Challenge & Application (BCA)
How will we be assessed (Assessment) Range of assessment approaches Learning Intentions & Success Criteria Say, Write, Make, Do
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Assessment ProcessEs & OsLearning IntentionsSuccess Criteria
Used to focus observations Used to evaluate the learning & structure feedback Used to inform self & peer assessment In pupil language appropriate to age & stage
Learning ExperienceEvidence that supports learning
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RME3-01a
RME 3-01b
RMEChristianityBeliefs
Literacy Across LearningReading
RMEDevelopment of Beliefs and Values
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SKILL CONTENT
Having reflected upon Christian sources, I can explain some beliefs about God, Jesus, the human condition and the natural world, and how these beliefs lead to actions for Christians.
RME 3-01a
Reflection Beliefs about God and JesusHow beliefs lead to action for Christians
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SKILL CONTENT
Using what I know about the features of different types of text, I can find, select, sort, summarise, link and use information from different sources.
LIT 3-14a
Reflection
Investigating
Personal Reflection
Developing Awareness
Beliefs about God and JesusHow beliefs lead to action for Christians
How beliefs lead to action for myself as an individual
Using different kinds of texts
Finding and selecting appropriate information
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SKILL CONTENT
PRACTICE
Reflection
Investigating
Personal Reflection
Developing Awareness
Using different kinds of texts
Finding and selecting appropriate information
Beliefs about God and JesusHow beliefs lead to action for Christians
How beliefs lead to action for myself as an individual
- actively encourage children and young people to participate in service to others
- develop, through knowledge and understanding and discussion and active debate, an ability to understand other people’s beliefs
- encourage the development of enquiry and critical thinking skills
- build in time for personal reflection and encourage discussion in depth and debate
- provide opportunities for collaborative and independent learning
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Plan Learning, Teaching and Assessment experience(s)Plan Learning, Teaching and Assessment experience(s)
Es & OsPs&Ps
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Trusting Teachers’ Judgements
In order to make sound professional judgements staff will need to:
•gather a wide range of evidence of progress and achievement (increase validity)
•share standards through dialogue and discussion (increase reliability)
•reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)
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Assessment & ValueWe value what we assess We assess what we valueNAR – say, write, make & doBreadth, Application & ChallengeWhat is the planned learning?How do I know?
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Which means?We need to assess progress in all the
areas we plan to teachWe need to agree standards and then
make evaluations consistentStandards need to be challenging in
nature and in difficultyAssessment needs to be in context-
skills need to be applied, knowledge must be deployed
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And………..Make sure that we plan assessment inMake sure that we are clear about
differentiation, evidence of achievement and standards of achievement
Establish mechanisms for moderation and begin to set these up
Strong leadership is crucial to the success of PAM
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Grove Cluster – a practical examplePAM Project in IDL for NARBuilding shared understanding Building capacityTime for professional dialogueSustainabilityResources availableHappy to share – why keep re-
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Transforming lives through learning
Education Scotland;Professional Learning Resources to support learning, teaching and assessment
Senior Leadership Team Presentation and Workshop
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Transforming lives through learning
Aims for the session
Assessment – ‘the big picture’
Building capacity to use and inviting reflection upon two
professional learning resources:
o Taking a Closer look at the National Assessment
Resource, a Professional Learning Resource
o Assessing Progress and Achievement
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Transforming lives through learning
Key assessment messages from BtC5
Assessment:
1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner• is ongoing, periodic, at times of transition
2. Builds capacity in practitioners to make professional judgements underpinned by professional dialogue• assessment requires a variety of approaches generating a body
of quality evidence• assessment and moderation are integral to each other
3. Is holistic and informative• has many purposes, the most important of which is to support the learner
journey• goes beyond KU alone to include skills, attributes and capabilities
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Transforming lives through learning
Part 1: Taking a closer look at the National Assessment Resource: a professional learning resource (TACLAN)
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Transforming lives through learning
Why has TACLAN been developed; what is the purpose of the resource; how can it be used?
Working together to fulfill our roles in terms of assessment; developed in collaboration with AHDS, Education Authorities, Education Scotland staff and practitioners.
Provides an opportunity for staff to reflect on effective practice in learning, teaching and assessment, drawing on the work published on the National Assessment Resource (NAR) with useful links to exemplars.
Materials that enable staff to ‘dip in’ to aspects of the learning, teaching and assessment process where they wish to reflect on their practice.
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Transforming lives through learning
Structured around the NAR flowchart
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Transforming lives through learning
Introductory text
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Transforming lives through learning
A Quality Marked exemplar from NAR
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Transforming lives through learning
Reflective questions and Action points
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Transforming lives through learning
How can SLT build capacity in staff to use the resource effectively?
Workshop activity 1 - aims:
To use SLT reflective questions as a vehicle to become familiar
with a specific section of the resource.
To be confident in how to use TACLAN as part of planned
CPD.
To reflect on how you could take this resource forward in
your establishment.
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Transforming lives through learning
Workshop plan
Professional Dialogue using
SLT reflective questions – 25 minutes
Reporting - 10 minutes
Plenary – 5 minutes
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Transforming lives through learning
Professional Dialogue – 25 minutes
Identify the chairperson at your table.
Appoint a time-keeper and 2 reporters for each table.
Each table to focus on a different section of the resource.
Work in your group to ‘take a closer look’ at your section and discuss the SLT reflective questions.
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Transforming lives through learning
Reporting activity - 10 minutes
2 reporters to move to another table and report on:
What are the key points in your section?
What did you reflect upon?
What would you take action on?
Do you have any other observations?
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Plenary – 5 minutes
Review and reflect
?
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Transforming lives through learning
Part 2: Assessing progress and achievement professional learning resource
LiteracyNumeracyTechnologiesSocial Studies
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Why have assessing progress and achievement guidance papers been developed?
The resource: Aims to support evolving practice and professional learning and reflection
on assessing progress and achievement in each curriculum area. Builds on the advice and guidance in the Principles and Practice papers;
standards and expectations in the experiences and outcomes; BtC5 and CfE Briefing 2: Assessing progress and achievement.
Provides information on significant aspects of learning in the curriculum area
Provides an outline of what breadth, challenge and application look like in the curriculum area
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Who has developed the resource and why is it stamped ‘work in progress’?
Education Scotland is working with practitioners from across sectors 3-15 to draw on a range of emergent practice within and across individual establishments and education authorities.
The resource will be developed based on wider
feedback from practitioners, who have been using it in their varied contexts.
It is phase one of a wider suite of resources which will include annotated exemplification of work which typifies the achievement of a level in a curriculum area, the first set of materials were published on NAR in June more to come…
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What is the purpose of this professional learning resource?
The resource supports:•quality assurance and moderation activities in planning for progression •planning learning, teaching and assessment as a holistic process•judgements about the range of evidence required to create a reliable picture of learners' progress and achievement. •holistic judgements about achieving a level.
• It is not intended as an assessment criteria checklist.
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How can SLT build capacity in staff to use the resource effectively?
Workshop activity 2 – aims:
To become familiar with specific sections of the literacy, numeracy, technologies and social studies guidance papers.
To use reflective questions to examine practice developed for NAR.
To provide feedback on how you could take this resource forward in your establishment and how you think it could be developed further.
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Workshop plan
Professional Dialogue – 25 minutes
Reporting - 10 minutes
Plenary – 5 minutes
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Professional Dialogue – 25 minutes
Appoint a time-keeper and 2 reporters for each table.
Work in your group to examine the NAR exemplar in light of the abbreviated guidance paper and reflective questions.
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Transforming lives through learning
Reporting activity - 10 minutes
2 reporters to move to another table and report on how useful you found the resource in terms of:
The significant aspects of learning; breadth, challenge and application; the range of assessment evidence and making a holistic judgement for the curriculum area.Were you able to use it to reflect on ‘practice’?How could the resource be further developed?
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Plenary – 5 minutes
Review and reflect?
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Transforming lives through learning
“…the most successful education systems do more than seek to
attain particular standards of competence and to achieve change
through prescription. They invest in developing their teachers as
reflective, accomplished and enquiring professionals who have
the capacity to engage fully with the complexities of education
and to be key actors in shaping and leading educational
change”.
(Teaching Scotland’s Future, 2011, p.4)
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www.educationscotland.gov.uk
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Transforming lives through learning
What Works?
Children understand their learning.
Children support each other’s learning.
Teachers understand children’s learning.
Teachers support each other.
Leadership of schools – distributive leadership.
Schools support each other.
Partnership working.
Role of assessment in supporting change and improvement.
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Transforming lives through learning
Assessment – key messagesAssessment:
1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner
• is ongoing, periodic, at times of transition
2. Builds capacity in practitioners to make professional judgements underpinned by professional dialogue• assessment requires a variety of approaches generating a body of
quality evidence
• assessment and moderation are integral to each other
3. Is holistic and informative• has many purposes, the most important of which is to support the
learner journey
• goes beyond KU alone to include skills, attributes and capabilities
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Moderation as part of learning, teaching and
assessment
Transforming lives through learning
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Planning A Head
Year Planning:
Based on School Improvement Plans
Es and Os
Assessing progress and achievement
Curriculum areas
Interdisciplinary learning
Wider life of the school
Design principles
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Transforming lives through learning
A Moderation Model
With a colleague, work through the following process.
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Spine
Planning Learning:
Taken from year plan Learning Intentions Success Criteria
Learning and Teaching Pedagogy
Assessment Assessment for learning Evidence
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Transforming lives through learning
The Feedback Loop
Year Planning
Es and OsAssessing Progress and Achievement
Planning Learning and Teaching
Learning Intentions
Success Criteria
Learning and Teaching
Assessment
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The Beating Heart
Can they?
Plan forward together – check back together
Dialogue
CPD
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The first time you work through this with colleagues:
Keep it simple
Discuss at all stages
Aspects may seem artificial but it gets you into the process
Issues – beware of ‘ticking boxes’ and watch workload
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Transforming lives through learning
Adding Limbs
Planning Learning and Teaching
Planned with appropriate peers, e.g. P2-4 for progression
Input from children
Opportunities for breadth, challenge and application
Use Assessing Progress and Achievement
Grouping of experiences and outcomes
across the curriculum areas where relevant
Must be natural – not contrived
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Learning Intentions:
Planned with peers
Planned with children and tailored to needs
Child friendly language – do they understand?
Success Criteria:
Planned with peers
Planned with children and agreed with them – language appropriate?
Linked to the quality in Es and Os or Assessing Progress and Achievement
Linked to the 7 design principles
Adding Limbs
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Transforming lives through learning
Learning and Teaching
Classroom environment
Collaborative work
Skills development
Intellectual Challenge
7 design principles
Ongoing discussion and engagement with children
Input from/role of parents
Adding Limbs
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Transforming lives through learning
Assessment
Assessment for learning
Peer and self-assessment by children
Link back to: success criteria Es and Os – grouped? Assessing Progress and Achievement/significant aspects of learning
- ‘Can they?’ How much and how well? Evidenced by say, write, make, do.
- Variety of assessment approaches
- Proportionate and manageable – sampling
Adding Limbs
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Transforming lives through learning
The Feedback Loop
Year Planning
Es and OsAssessing Progress and Achievement
Planning Learning and Teaching
Learning Intentions
Success Criteria
Learning and Teaching
Assessment
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The Feedback Loop Continued..
Does the evidence meet the quality required? Share the “feedback loop” with children – agree strengths and next steps Share the “feedback loop” and agree standards with colleagues – valid and reliable? Feedback to and support from parents Profiling undertaken by children from the learning and evidence gathered Display work aligned to success criteria and Es and Os/significant aspects of learning Evidence to be retained – manageable Share with other colleagues – peers, Head Teacher/Depute Head Teacher, authority
– sampling Evidence for reporting – proportionate!
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Transforming lives through learning
Next Steps
Reflection:
Breadth, challenge and application in future learning from the above experience and evidence of outcomes. Amend/update year plan.
Over the year this gives a building and clear picture of children achieving aspects of work and of their progression related to the year plan (as amended on an ongoing basis).
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Transforming lives through learning
ProfessionalJudgement
Breadth, ChallengeAnd Application Holistic
Not Tick Box
Supported By Moderation
Pre-requisite To Ensuring Successful Progression
Significant Aspects Of Learning
Body Of Evidence
Range Of Evidence
This is moderation at a more global scale in terms of a young person. It should, at times, involve dialogue with colleagues
Achieving a Level?
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Teacher is able to say with confidence “he/she can” and, as necessary,
can say that a level has been achieved.
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The Beating Heart
Can they?
Plan forward together – check back together
Dialogue
CPD
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Transforming lives through learning
The Beating Heart
Thus:
Moderation is integral to learning, teaching and assessment
The learner is central to the process
Moderation quality assures the assessment
Moderation checks the validity and reliability of assessment
Moderation supports profiling and reporting
Moderation is fundamental to the whole process
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Finally and Importantly…
Moderation is for EVERY BODY
And the beat goes on….
This is an on-going process. There is a need for moderation with and for children and young
people next year and the year after……
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www.educationscotland.gov.uk
Transforming lives through learning
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Transforming lives through learning
National Moderation
Catherine Lawson
Development Officer
Assessment, Qualifications, Quality Assurance and Moderation team
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Transforming lives through learning
National Support for Quality Assurance and Moderation:
Funded workstreams in session 2012 / 13 included:
•Innovation fund•Inter-Authority fund•Assessment Across Larger Groups•Additional focus areas (i.e. Gaelic, ASN and Early Years)
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Moderation Exemplars on NAR
• SCIS – 2nd level science– involving learners in moderation
• Northern Area Forum – remote moderation (primary and secondary)
• Angus – 1st / 2nd level mathematics – cross sector moderation
• Aberdeenshire Council – modern languages visiting specialists – developing a consistent approach to planning and assessment through moderation
• Stirling and Clackmannanshire – mathematics – early years cluster moderation
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National Quality Assurance Group
Moderating the Moderation• Create a quality National Assessment Resource
• Raise standards in learning, teaching and assessment
• Positively impact on the learning experience of our learners through
• Increasing engagement
• Raising attainment and achievement
• Improving outcomes for all
• Build professional judgement and capacity
• Develop a rigorous, robust, credible assessment system
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NQAG –what happens?
• Chair and facilitator identified• Participants identified• Projects matched to groups (ensure group members
do not review projects from their own authority)• Each group member is given one project to lead on
(though each member will be familiar with all projects being reviewed)
• Projects are reviewed in relation to set criteria• Overall decisions agreed and feedback / next steps
identified• Publication on National Assessment Resource in
response to NQAG decision
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Coming together is a beginning; keeping together is progress; working together is success.
Henry Ford
A final thought……
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1. Why should you moderate? What should you moderate? How much should you moderate?
2. What would be the main principles underlying a moderation ‘session’ or meeting? (What should such a meeting look like, feel like and sound like?)
3. You are about to develop moderation in a new context (or with new staff). Identify the steps you are going to take to try to ensure successful implementation?
4. If moderation in your context was ‘highly successful’, what would be its main characteristics?
Managing Moderation – Carousel Activity