This document discusses assessment and moderation practices across the Liberton and Gracemount Clusters. It outlines the cluster and school assessment coordinators and describes how they have worked to create exemplars and participate in moderation. The aims are to develop a better understanding of what achieving a level looks like and to become more familiar with significant aspects, particularly in reading and listening. The plan involves CAT sessions to reflect on evidence gathered related to significant aspects and to further develop practices in own schools.

1. Assessment and Moderation
Literacy and English
Liberton and Gracemount Clusters

2. The team…..
•Cluster Assessment Coordinators:
•Laura Cameron (Gracemount)
•Katharine Mackintosh (Liberton)
•School Assessment Coordinators:
•Rosie Turnbull(Gracemount)
•Kay Jamieson(Liberton)
•Sheryl Wallace (Gilmerton)
•Bruce Murray & Carol Patterson
(Craigour Park)

3. Our work so far…..
•Cluster Assessment Coordinators worked
together to create exemplars for significant
aspects and took part in moderation
•School Assessment Coordinators collated
evidence for one learner across all aspects of a
level

4. Aims
•To develop a better understanding of what
‘achieving a level’ looks like
•To become more familiar with the significant
aspects (particularly in reading and listening and
talking) and how we can plan learning
experiences to help children achieve these

5. The plan
 CAT session today
 CAT session Friday 23rd January
 Reflection and further development in own schools

6. Assessment – Key Messages
 Assessment:
1. Is integral to learning and teaching and should inform our planning
- 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

8. Task 1
How are you using assessment in your school?
With your shoulder partner, discuss what strategies you already
have in place in your school to ensure effective assessment.
Write these on your blank jigsaw.

9. Interaction: Formative
Approaches
(AifL)
Assessment
in our
school
Tracking and
analysing of:
Summative –
Periodic
Assessments:
Standardised
Assessments:

10. In order to gather good quality evidence of
learners’ progress through relevant
experiences, staff will plan to use a range of
approaches that reflect breadth, challenge
and application of learning and the wide
range of skills being developed. The active
involvement of children and young
people in assessment is essential to
ensure they have a well-developed
sense of ownership of their learning
to help one another.
BtC5

11. Staff should discuss with learners what they are
expected to learn. They should clarify and share
learning intentions and success criteria
and appropriate experiences for achieving
these. Both staff and learners should foster a
sense of achievement by sharing challenging and
realistic expectations. Sharing success criteria
along with learning intentions allows learners to
‘see what success looks like’. With practice,
success criteria can often be devised by
learners themselves.
BtC5

12. Task 2
In your classroom, what do you do to help children reflect on their
learning and be owners of their own learning ?
With your shoulder partner, discuss what strategies
you already have in place in your class to encourage
this process. Note these on the jigsaw.
.

13. A child has achieved a level when
he or she:
 has achieved a breadth of
learning across almost all of
the experiences and outcomes
for a level, including
significant aspects of the
curriculum area

14. Significant Aspects task:
• Focus for this task is reading and listening and
talking and how we help children achieve the
significant aspects in those areas
• Work in groups of 3 or 4
• Look at the significant aspects you have been given
(each group should have 3 or 4 A3 sheets with one
significant aspect on each sheet)
• Discuss and brainstorm ideas for activities or learning
experiences which would help children to achieve
each significant aspect
• Note these ideas on the A3 sheet
• Once completed lay these out on the table to be
shared
• Walk round to have a look at sheets others have
completed for the level you are working at

15. Task for CAT session 2 (January 23rd)
• Your task is to gather a piece of evidence for one
(or more) significant aspects in reading or listening
and talking (see coloured strip in pack)
• Your piece of evidence should show a child has
achieved the particular significant aspect
• You can choose whichever significant aspect you like
within the area you have been allocated (eg either
reading or listening and talking)
• Please bring your piece of evidence along on
Friday 23rd January!

16. Where will you find
evidence of learning?
Peer
Assessment
Plenary
Self
Assessment
Use of ICT

17. Overview of next session…..
 Time to look at displays of evidence in reading and
listening and talking for the level you are working
at
 Opportunity for professional discussion to work
towards a shared standard
 Moderation of exemplars
 Ideas bank for significant aspects