Leading Planning, Assessment and Moderation. All slides from Dunblane on 11 Sept 2013

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  • This diagram summarises the process of planning for learning, teaching and assessment as outlined in BtC5 and as demonstrated in the exemplars on NAR. Working through the assessment planning process as demonstrated on NAR engages us with the key points of BtC5 and enhances our understanding of these within our own contexts. Planning for learning, teaching and assessment in this way develops a real working knowledge and confidence for classroom practice and for all areas of assessment, from the basics of working with Es and Os and Learning intentions/success criteria through to recording, reporting and profiling.
  • Evaluating the learning, providing feedback, reporting on progress will follow naturally from this kind of planning process. HOWEVER to be confident in our judgements we need to be engaging in quality professional dialogue, moderating our planning, our learning and teaching and the learner’s assessment evidence.
  • Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education. It involves teachers and other professionals, working together, drawing on guidance and exemplification and building on existing standards and expectations to develop shared expectations about what progress and evidence of learning will look like. Moderation helps to raise standards and expectations and levels of consistency across teachers and schools. This ensures that there is an appropriate focus on outcomes for learners, that learning is at the appropriate level and that learners develop the skills for learning, skills for life and skills for work, including higher order thinking skills, which will allow them to be successful in the future. It supports planning for individuals and helps ensure appropriate challenge and differentiation and discussed and developed. Teachers being involved in developing their assessment approaches through participation in moderation activities is a highly effective form of professional development.
  • (Illustration courtesy of Education Scotland) On the left hand side of the slide, the diagram illustrates the flow of higher order thinking skills. Whereas the diagram on the right, illustrates examples of common language which should be adopted when demonstrating higher order thinking skills. As you can see the flow travels in both directions as the skills path on occasion, may require to be revisited. In helping learners move from one level to another, teachers need to identify the additional elements and/or sub-skills that will be involved and plan this into learning. Handout Skills Booklet
  • Blooms Triangle
  • Making a poster is not creating A pupil remembering all the elements in the Periodic Table is challenging Learning can start at any point, whereas some skills may require to be revisited dependant on the task and individual. Learning can be, and is messy. It is important that learners are given opportunities to develop ALL thinking skills.
  • Over the last year the assessment team have developed a number of support materials to enable practitioners to put the big messages behind planning, learning, teaching and assessment into practice.
  • TACLAN builds on the success and popularity of the NAR flow chart.
  • Each section of the TACLAN brochure has the same format: A piece of text to get thinking started.
  • An exemplar from a school that has been developed for and featured on NAR. In this particular one, learners at Grange Academy plan using Glow.
  • And reflective questions and action points so you can consider how to take forward each section in your establishment.
  • Review of key messages – importance of moderation to support them
  • Focus on importance of professional dialogue How do we facilitate this?

Transcript

  • 1. Leading PAM Conferences 2013 Principles & Practice of Planning, Assessment & Moderation AHDS May 2013 Pam Nesbitt President, AHDS 1 Pam Nesbitt, President AHDS
  • 2. May 2013 Pam Nesbitt President, AHDS 2 Learning Intentions You 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
  • 3. Cooperative/Active Learning Planning Assessment and Moderation Enhanced learning & teaching Shared understanding & effective assessment for learning Consistent and creative planning and tracking Delivery of CfE 7 Principles of Curriculum Design May 2013 3Pam Nesbitt President, AHDS
  • 4. 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 May 2013 Pam Nesbitt President, AHDS 4
  • 5. PAM Cycle May 2013 Pam Nesbitt President, AHDS 5
  • 6. Planning & Assessment What do I want pupils to learn? – Es & Os What 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 design What resource(s) will I use? Which teaching styles will I used? How successful was the learning experience? How do I know? May 2013 Pam Nesbitt President, AHDS 6
  • 7. Responsive Planning & Pupil Involvement Reflect Review Respond 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 May 2013 Pam Nesbitt President, AHDS 7
  • 8. What do we talk about? Learning Approaches – the medium doesn’t matter Inter-disciplinary learning Cooperative learning Rich tasks Literacy & Numeracy Cross curricular Critical skills AifL How children learn? What do we need to achieve? What is our shared understanding of standard? Moderation & assessment must be planned May 2013 Pam Nesbitt President, AHDS 8
  • 9. 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 & Outcomes The Principles & Practice papers May 2013 Pam Nesbitt President, AHDS 9
  • 10. The NAR Flowchart Diagram 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 May 2013 Pam Nesbitt President, AHDS 10
  • 11. May 2013 Pam Nesbitt President, AHDS 11
  • 12. May 2013 Pam Nesbitt President, AHDS 12
  • 13. The NAR Flowchart Reflective questions How 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? May 2013 Pam Nesbitt President, AHDS 13
  • 14. 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. May 2013 Pam Nesbitt President, AHDS 14
  • 15. Making Judgements May 2013 Pam Nesbitt President, AHDS 15
  • 16. Moderation & Shared Standards & Expectations Must happen first Moderation often seen as an end on exercise Important that moderation is not a one off event and is constantly reviewed Use of NAR & TACLAN as professional development tool Procedures to facilitate the process that are meaningful and manageable!! May 2013 Pam Nesbitt President, AHDS 16
  • 17. Thoughts on Moderation Work 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 CPD Class level, school level, cluster level, authority level and National level Sharing standards and expectations Challenging professional dialogue & debate May 2013 Pam Nesbitt President, AHDS 17
  • 18. Assessment – key message This is not new! There is no silver bullet/holy grail We have the answers One size does not fit all Professional dialogue and judgement are crucial Time is crucial Assessment does not sit in isolation May 2013 Pam Nesbitt President, AHDS 18
  • 19. Whole Curriculum May 2013 Pam Nesbitt President, AHDS 19
  • 20. 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 May 2013 Pam Nesbitt President, AHDS 20
  • 21. 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 May 2013 Pam Nesbitt President, AHDS 21
  • 22. 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 May 2013 Pam Nesbitt President, AHDS 22
  • 23. Starter Questions What do we assess? Why do we assess? When do we assess? How do we assess? Are planning for engaging assessment that supports learning? May 2013 Pam Nesbitt President, AHDS 23
  • 24. Assessment – The Big Picture Principles of assessment in CfE What 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 May 2013 Pam Nesbitt President, AHDS 24
  • 25. Assessment – The Big Picture May 2013 Pam Nesbitt President, AHDS 25
  • 26. video clips audio clips diaries reports PowerPoint presentations notes Posters Show-me boards observations photographs drawings models checklists highlighting cartoons storyboards written test May 2013 Pam Nesbitt President, AHDS 26 say write make do
  • 27. 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) May 2013 Pam Nesbitt President, AHDS 27
  • 28. Key features of assessment in CfE - Progress Breadth • 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 May 2013 Pam Nesbitt President, AHDS 28
  • 29. Assessment Wheel May 2013 Pam Nesbitt President, AHDS 29
  • 30. Assessment Components Moderation Evidence – Formative/Summative Teacher’s judgements Baseline Assessment Profiling & the Profile P7/S3 Reporting NAR CfE Planning, Tracking, Coverage Importance of BTC4 & Skills development May 2013 Pam Nesbitt President, AHDS 30
  • 31. Blooms Triangle
  • 32.  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 Remembering Remembering Understanding Applying Analysing Evaluating Creating Common Misconceptions
  • 33. 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 May 2013 Pam Nesbitt President, AHDS 34
  • 34. Assessment Process Es & Os Learning Intentions Success 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 Experience Evidence that supports learning May 2013 Pam Nesbitt President, AHDS 35
  • 35. RME3- 01a RME 3- 01b RME Christianity Beliefs Literacy Across Learning Reading RME Development of Beliefs and Values
  • 36. 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 Jesus How beliefs lead to action for Christians
  • 37. 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 Jesus How 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
  • 38. SKILL CONTENT PRACTICE Reflection Investigating Personal Reflection Developing Awareness Using different kinds of texts Finding and selecting appropriate information Beliefs about God and Jesus How 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
  • 39. Plan Learning, Teaching and Assessment Plan Learning, Teaching and Assessment Es &Os Ps&Ps
  • 40. May 2013 Pam Nesbitt President, AHDS 41 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)
  • 41. Assessment & Value We value what we assess We assess what we value NAR – say, write, make & do Breadth, Application & Challenge What is the planned learning? How do I know? May 2013 Pam Nesbitt President, AHDS 42
  • 42. Which means? We need to assess progress in all the areas we plan to teach We need to agree standards and then make evaluations consistent Standards need to be challenging in nature and in difficulty Assessment needs to be in context- skills need to be applied, knowledge must be deployed May 2013 Pam Nesbitt President, AHDS 43
  • 43. And……….. Make sure that we plan assessment in Make 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 May 2013 Pam Nesbitt President, AHDS 44
  • 44. Grove Cluster – a practical example PAM Project in IDL for NAR Building shared understanding Building capacity Time for professional dialogue Sustainability Resources available Happy to share – why keep re-inventing the wheel May 2013 Pam Nesbitt President, AHDS 45
  • 45. May 2013 Pam Nesbitt President, AHDS 46
  • 46. Transforming lives through learning Education Scotland; Professional Learning Resources to support learning, teaching and assessment Senior Leadership Team Presentation and Workshop
  • 47. 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
  • 48. 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 1. 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 1. 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
  • 49. Transforming lives through learning Part 1: Taking a closer look at the National Assessment Resource: a professional learning resource (TACLAN)
  • 50. 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.
  • 51. Transforming lives through learning Structured around the NAR flowchart
  • 52. Transforming lives through learning Introductory text
  • 53. Transforming lives through learning A Quality Marked exemplar from NAR
  • 54. Transforming lives through learning Reflective questions and Action points
  • 55. 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.
  • 56. Transforming lives through learning Workshop plan  Professional Dialogue using SLT reflective questions – 25 minutes  Reporting - 10 minutes  Plenary – 5 minutes
  • 57. 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.
  • 58. 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?
  • 59. Transforming lives through learning Plenary – 5 minutes  Review and reflect ?
  • 60. Transforming lives through learning Part 2: Assessing progress and achievement professional learning resource Literacy Numeracy Technologies Social Studies
  • 61. Transforming lives through learning 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
  • 62. Transforming lives through learning 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…
  • 63. Transforming lives through learning 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.
  • 64. Transforming lives through learning 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.
  • 65. Transforming lives through learning Workshop plan  Professional Dialogue – 25 minutes  Reporting - 10 minutes  Plenary – 5 minutes
  • 66. Transforming lives through learning 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.
  • 67. 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?
  • 68. Transforming lives through learning Plenary – 5 minutes Review and reflect ?
  • 69. 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)
  • 70. www.educationscotland.gov.uk
  • 71. 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.
  • 72. Transforming lives through learning Assessment – key messages Assessment: 1. Is integral to learning and teaching • involves all stakeholders, most importantly the learner • is ongoing, periodic, at times of transition 1. 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 1. 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
  • 73. Moderation as part of learning, teaching and assessment Transforming lives through learning
  • 74. Transforming lives through learning 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
  • 75. Transforming lives through learning A Moderation Model With a colleague, work through the following process.
  • 76. Transforming lives through learning Spine Planning Learning: Taken from year plan  Learning Intentions  Success Criteria Learning and Teaching  Pedagogy Assessment  Assessment for learning  Evidence
  • 77. Transforming lives through learning The Feedback Loop Year Planning Es and Os Assessing Progress and Achievement Planning Learning and Teaching Learning Intentions Success Criteria Learning and Teaching Assessment
  • 78. Transforming lives through learning The Beating Heart Can they? Plan forward together – check back together Dialogue CPD
  • 79. Transforming lives through learning 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
  • 80. 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
  • 81. Transforming lives through learning 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
  • 82. 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
  • 83. 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
  • 84. Transforming lives through learning The Feedback Loop Year Planning Es and Os Assessing Progress and Achievement Planning Learning and Teaching Learning Intentions Success Criteria Learning and Teaching Assessment
  • 85. Transforming lives through learning 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!
  • 86. 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).
  • 87. Transforming lives through learning Professional Judgement Breadth, Challenge And 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?
  • 88. Transforming lives through learning Teacher is able to say with confidence “he/she can” and, as necessary, can say that a level has been achieved.
  • 89. Transforming lives through learning The Beating Heart Can they? Plan forward together – check back together Dialogue CPD
  • 90. 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
  • 91. Transforming lives through learning 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……
  • 92. Transforming lives through learning www.educationscotland.gov.uk Transforming lives through learning
  • 93. Transforming lives through learning National Moderation Catherine Lawson Development Officer Assessment, Qualifications, Quality Assurance and Moderation team Catherine.Lawson@educationscotland.g ov.uk
  • 94. 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)
  • 95. Transforming lives through learning 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
  • 96. Transforming lives through learning 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
  • 97. Transforming lives through learning 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
  • 98. Transforming lives through learning Coming together is a beginning; keeping together is progress; working together is success. Henry Ford A final thought……
  • 99. Transforming lives through learning 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