supporting internal standardisation and moderation
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Supporting Internal Standardisation and Moderation. Welcome Learning Outcomes of this Session are to raise awareness of: the use of the Levels of Progression to support teaching and learning ; the need to plan for assessment opportunities; - PowerPoint PPT PresentationTRANSCRIPT
Supporting Internal Standardisation and Moderation
Welcome
Learning Outcomes of this Session are to raise awareness of:
a.the use of the Levels of Progression to support teaching and learning;
b.the need to plan for assessment opportunities;
c.the importance of Internal Standardisation including the use of CCEA Assessment Tasks.
The Assessment Process
Internal Standardisation
The use and application of the
Levels of Progression as a
whole school process to set the
standard.
Internal Standardisation
The use and application of the
Levels of Progression as a
whole school process to set the
standard.
External Moderation
External Moderation
Formative AssessmentFormative
Assessment
Summative JudgementSummative Judgement
CCEA Tasks+
Activities
CCEA Tasks+
Activities
Supporting Internal Standardisation and Moderation: The Format for today.
An example of how one school planned to assess. Activity 1: Use the LoP for Reading and Writing to set
the standard. An example of Internal Standardisation including use
of CCEA Tasks. Requirements for External Moderation.
Activity 2: Preparation of an element of a school
portfolio. Making a Summative Judgement. Timetable Support and Resources.
Planning to Assess
Assessment is integral to the teaching and learning process.
How can you plan to assess?
Formative Assessment
Formative Assessment
An example of how to plan to assess:
Reflection:
Reflection:What topics lend themselves to assessment opportunities?How can I plan to build in assessment opportunities in Communication each term?How can I record these assessments in a manageable way? http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment/assessing_cross-curricular_skills/resources.asp
Setting the Standard for Internal Standardisation
Activity 1:Examine the Levels of Progression
for Communication to set the standard.
a. Levels of Progression for Reading in context of Character Studies through the levels.
b. Levels of Progression for Writing in context of procedural writing through the levels.
Levels of Progression Summary for Reading
Standard Setting Reading: Character Study
1. She recounted the abseiling incident.
2. The pupil read aloud to her group.
3. The pupil selected information such as ‘Biscuits is fat’. The pupil used alphabetical order when using a thesaurus.
4. The pupil knew the novel was a fictional story.
5. The pupil discussed with her group why the character was greedy. She expressed her opinion about Biscuits when she said’ and brave when he went abseiling.’
Standard Setting Reading: Character Study
Activity 1:
Using the LoP for Reading and the Ready Reckoner, sort the three character studies into
levels.
Identify examples of the requirements within each piece of work to support your decision.
Levels of Progression Summary for Writing
Standard Setting Writing: Procedural Writing
Standard Setting Writing: Procedural Writing
1.He talked with the teacher about what he was going to write. Pictures to help were on the interactive whiteboard.
The pupil was asked to check that he had included ‘bossy words’. Writing prompts were provided by the teacher.
Standard Setting Writing: Procedural Writing
Standard Setting Writing: Procedural Writing
2. He recalled how he had built a snowman. He used simple ‘bossy verbs’ such as ‘get’ and ‘set’.
The pupil has organised his writing appropriate to the form. Words such as first, then and next were given to help with the structure. The pupil hasshown elements of level 3 in using supporting detail.
Standard Setting Writing: Procedural Writing
Standard Setting Writing: Procedural Writing
3.Pictures on the IWB supported the pupil in using the given form.
Standard Setting Writing: Procedural Writing
Standard Setting Writing: Procedural Writing
4.Full stops and capital letters throughout the piece. All familiar and common words correctly. ‘Skarf’ has been spelt recognisably. Handwriting is easily read.
Standard Setting Writing: Procedural Writing
Activity 1:
Using the LoP for Writing and the Ready Reckoner, sort the three pieces of procedural
writing into levels.
Identify examples of the requirements within each piece of work to support your decision.
Internal Standardisation
CCEA Tasks and Exemplification: Where to find them
CCEA Tasks and Exemplification: Where to find them
Support: What’s new…
25 new pieces of Communication with commentaries. These include:
Level 5 Exemplar portfolio (6 pieces) Five new CCEA Reading Tasks (4 of these are text based)Biographical Writing – Levels 3 to Level 5Procedural Writing – Levels 2 to Level 5Character Studies – levels 2 to Level 5Additional Exemplar material e.g. Running Wild (Level 4 Reading Book Review), Questions for Mr Tom, (Level 4 Reading) etc.
CCEA Tasks: What’s New
There are 5 new Reading Tasks across a range of levels.
http://www.nicurriculum.org.uk/TSPC/the_think_pack/storybooks/wise_up_and_think.asp
Purpose and Use of CCEA Tasks
CCEA Tasks: support teacher assessment judgements;are one element of on-going teacher assessment and are not to be done as tests;as well as other classroom assessment activities, may assist with Internal Standardisation and will also support your judgements about your pupils;tasks may be used across Key Stages 1 and 2;provide pupils with an opportunity to demonstrate individual competences in the Cross-Curricular Skill being assessed.
External Moderation School Portfolio: Step 1
CommunicationEach level will have 6 samples of work.
3 samples in Reading 3 samples in Writing
Schools may include up to three CCEA Tasks per level (one reading,
one writing and one other)
School Portfolio: Step 1
Activity 2: Using the Levels of Progression
select 6 pieces of work suitable
for inclusion within a school portfolio at
Level 3.
Summative Judgement by 15 May
All three modes in Communication are assessed
Pupils should demonstrate competence:
a. in most of the criteria at that level;
b.across the breadth of requirements;
c. in a range of contexts.
Summative Judgement(End of Key Stage)
Summative Judgement(End of Key Stage)
Timeframe for Step 1
Step 2: Support
Only for those schools whose portfolios have not been verified in Step 1.
Will be supportive feedback.
Assessment Checklist
1. Plan to use a range of Assessment Activities within your planning.
2. Aim to use CCEA Tasks which link to your planning.
3. Plan activities which reflect the Levels of Progression.
4.Involve all teachers in the planning of assessment opportunities.
5.Carry out Internal Standardisation as part of your practice.
6. Collate 6 pieces of work for each level you intend to report in May. A school portfolio
should contain for each reported level:
3 Reading 3 Writing
Schools may include up to three CCEA Tasks per level
(one reading, one writing and one other)
7. Use the CCEA coversheets to record task details and reasons why a level has been
awarded.
8. Include the Declaration of Internal Standardisation (EMA1) form in your submission.
Resources
Support
Queries:
Useful links:
Assessment in Practice
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_in_practice_communication/index.asp
Exemplification Library
CCEA Task and Exemplification Library - School Portfolio
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_task exemplification/index.asp
Assessing the Cross-Curricular Skills -Talking and Listening Exemplification
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_cross-curricular skills/communication/applying the levels talking and listening/index.asp
Janice MacArthur 028 90261200 Ext. 2631
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