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Transcript of Www.educationscotland.gov.uk. Moderation as part of learning, teaching and assessment Transforming...
www.educationscotland.gov.uk
Moderation as part of learning, teaching and
assessment
Transforming lives through learning
George M Sinclair
Transforming lives through learning
Planning A Head
Year Planning:
Based on SIP
Es and Os
Principles and practice papers
Curriculum areas
IDL
Wider life of the school
Design principles
Transforming lives through learning
A Moderation Model
With a colleague, work through the following process.
Transforming lives through learning
Spine
Planning Learning:
Taken from year plan Learning Intentions Success Criteria
Learning and Teaching Pedagogy
Assessment
How?: formative vital evidence retained next steps
Transforming lives through learning
The Feedback Loop
Year Planning
Es and Os
Principles and Practice
Planning Learning and Teaching
Learning Intentions
Success Criteria
Learning and Teaching
Assessment
Transforming lives through learning
The Beating Heart
Can they?
Plan forward together – check back together
Dialogue
CPD
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
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 Principles and Practice papers
Grouping of experiences and outcomes
across the curriculum areas where relevant
Must be natural – not contrived
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 standards in Es and Os or Principles and Practice papers
Linked to the 7 design principles
(Ideally enmeshed but initially may be considered separately)
Adding Limbs
Transforming lives through learning
Learning and Teaching
Classroom environment
Collaborative work
Skills development
Intellectual Challenge
Ongoing discussion and engagement with children
Input from/role of parents
Adding Limbs
Transforming lives through learning
Assessment
Diagnostic assessment
Peer and self-assessment by children
Link back to: success criteria Es and Os principles of practice
- ‘Can they?’ How much and how well? Evidenced by say, write, make, do.
- Variety of assessment approaches
- Proportionate and manageable – sampling
Adding Limbs
Transforming lives through learning
The Feedback Loop
Year Planning
Es and Os
Principles and Practice
Planning Learning and Teaching
Learning Intentions
Success Criteria
Learning and Teaching
Assessment
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 Evidence to be retained – manageable Share with other colleagues – peers, Head Teacher/Depute Head Teacher, authority
– sampling Evidence for reporting – proportionate!
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).
Transforming lives through learning
Secure Learning
ProfessionalJudgement
Breadth, ChallengeAnd Application Holistic
Not Tick Box
Supported By Moderation
Pre-requisite To Ensuring Successful Progression
Significant Aspects Of Learning
Significant 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
End of Session? Achieving A Level?
Transforming lives through learning
Secure Learning…
Teacher is able to say with confidence “he/she can” and, as necessary,
can say that learning is secure.
Transforming lives through learning
The Beating Heart
Can they?
Plan forward together – check back together
Dialogue
CPD
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
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……
Transforming lives through learning
Activity If moderation was really effective and efficient in your
establishment, what would it look like?
• What is it like at the moment?• What steps could you take to narrow the gap?
Use the post its to capture your answers. Share around the table and then post your answers on the relevant flipchart.
Transforming lives through learning
www.educationscotland.gov.uk
Transforming lives through learning