This document summarizes a presentation on principles and practice of planning, assessment, and moderation (PAM). The presentation covered the PAM cycle, making judgments, moderation processes, and assessment approaches in Curriculum for Excellence. The goal is to provide a shared understanding of standards and expectations to support consistent and creative planning, assessment, and tracking of student progress.
National Education Policy 2009
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Alessonplanisthesystematicpreparationdoneinascientificmanner.Effectiveandsuccessful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacher’s mental and emotional visualization of classroom activities.
National Education Policy 2009
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Alessonplanisthesystematicpreparationdoneinascientificmanner.Effectiveandsuccessful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacher’s mental and emotional visualization of classroom activities.
Organisational Structure of Secondary Education in PakistanR.A Duhdra
Objective
To Differentiate educational scenario before and after 18th amendment.
To differentiate role of Director Public Instruction schools and Colleges.
To know the curriculum development process and textbook development.
Types of Education Schools in Pakistan
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Leading PAM.21 May 2013.Glasgow.all slidesAHDScotland
All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.
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Organisational Structure of Secondary Education in PakistanR.A Duhdra
Objective
To Differentiate educational scenario before and after 18th amendment.
To differentiate role of Director Public Instruction schools and Colleges.
To know the curriculum development process and textbook development.
Types of Education Schools in Pakistan
Keynote given by Rebecca Ferguson at the University of Leeds Centre for Research in Digital Education Research Symposium on 16 May 2019. You can download the Innovating Pedagogy reports from http://www.open.ac.uk/blogs/innovating/
Leading PAM.21 May 2013.Glasgow.all slidesAHDScotland
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In the context of supporting civil society organisations working in the field of the democratic transition in Tunisia, Democracy Reporting International, in partnership with inProgress, produced a practical guide covering the techniques and training of adults. Members of civil society organisations are often requested to give trainings, provide knowledge, or strengthen competencies in various fields. These fields include, among others, civics, electoral observation, and legal reforms, including those linked to the setting up of a new Tunisian Constitution.
Teaching others new aptitudes, methods, or procedures requires that the trainer to be aware of different parameters in order to ensure the best learning methodology. Identifying learning needs beforehand, determining the training objective, or managing the audience are some of the essential elements that must be taken into account.
Therefore, this guide emphasizes the elements on which learning efficacy and teaching competencies depend. It enables trainers to use learning principles intended for adults and to acquire a guiding pedagogy and interactive methods in line with active communication principles, while creating a positive environment to optimise the learning process.
Collaborating with inProgress, DRI has provided this practical guide to accompany the trainers through all the steps of the training process, from conception to setting up and follow-up of trainings.
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AHDS Conference November 2014 - Keynote; Graeme LoganAHDScotland
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AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Leading Planning, Assessment and Moderation. All slides from Dunblane on 11 Sept 2013
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
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
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
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
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
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
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
33. 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
34. 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
35. 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
37. 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
38. 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
39. 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
41. 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)
42. 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
43. 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
44. 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
45. 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
47. Transforming lives through learning
Education Scotland;
Professional Learning Resources to
support learning, teaching and
assessment
Senior Leadership Team Presentation and Workshop
48. 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
49. 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
50. Transforming lives through learning
Part 1: Taking a closer look at the National
Assessment Resource: a professional
learning resource (TACLAN)
51. 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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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.
57. Transforming lives through learning
Workshop plan
Professional Dialogue using
SLT reflective questions – 25 minutes
Reporting - 10 minutes
Plenary – 5 minutes
58. 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.
59. 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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Part 2: Assessing progress and
achievement professional learning resource
Literacy
Numeracy
Technologies
Social 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.
65. 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.
66. Transforming lives through learning
Workshop plan
Professional Dialogue – 25 minutes
Reporting - 10 minutes
Plenary – 5 minutes
67. 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.
68. 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?
70. 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)
72. 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.
73. 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
74. Moderation as part of
learning, teaching and
assessment
Transforming lives through learning
75. 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
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A Moderation Model
With a colleague, work through the following process.
77. Transforming lives through learning
Spine
Planning Learning:
Taken from year plan
Learning Intentions
Success Criteria
Learning and Teaching
Pedagogy
Assessment
Assessment for learning
Evidence
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The Feedback Loop
Year Planning
Es and Os
Assessing 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
81. 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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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
84. 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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The Feedback Loop
Year Planning
Es and Os
Assessing 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!
87. 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).
88. 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?
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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.
90. Transforming lives through learning
The Beating Heart
Can they?
Plan forward together – check back together
Dialogue
CPD
91. 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
92. 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……
94. Transforming lives through learning
National Moderation
Catherine Lawson
Development Officer
Assessment, Qualifications, Quality
Assurance and Moderation team
Catherine.Lawson@educationscotland.g
ov.uk
95. 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
97. 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
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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
99. Transforming lives through learning
Coming together is a
beginning; keeping
together is progress;
working together is
success.
Henry Ford
A final thought……
100. 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
Editor's Notes
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?