assessment and moderation 20 th august 2012. sharing the standards source:

Assessment and

Moderation

20th August 2012

Sharing the Standards

Source: www.educationscotland.gov.uk

Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education.

Source: curriculum for excellence building the curriculum 5 a framework for assessment: quality assurance and moderation p3

Moderation involves teachers, working together to:

Plan learning, teaching and assessment Justify learning and teaching (E&Os)Get an insight into what pupils knowAgree standardsReport on pupils progress and their next steps Discuss and agree ways to improve teaching

Source: Staff feedback St. Margaret’s Academy

Source: www.educationscotland.gov.ukwww.journeytoexcellence.org.uk

Learning Intentions & Success Criteria

Key Messages from HMIe& Education Scotland

•These should be shared with learners (and displayed)•These should include pupil skills development•Success Criteria should describe/illustrate to pupils ‘what a good one looks like’

Broad features of assessment

Information about assessment is found in the principles and practice documents for each curriculum area.

Source: www.educationscotland.gov.uk

Main Entry: ConsolidatePart of Speech: verbDefinition: combine; make firm

Synonyms: add to, amalgamate, amass, band, bind, blend, build up, bunch up, cement, centralize, compact, compound, concatenate, concentrate, condense, conjoin, connect, densen, develop , federate, fortify, fuse, harden, hitch, hitch on, hook up with, incorporate, join, league, mass, meld, mix, plug into, pool, reinforce, render solid, secure, set, slap on, solidify, stabilize, strengthen, tack on, tag on, team up with, thicken, throw in together, tie in, tie up with, unify

Sharing the Standards: Examples from the NAR

Start with Secure?

•A shared understanding of ‘secure’ at level 3 (and 4) could help us develop a ‘standard’ to work to.

•We could put together a set of criteria to help develop a shared understanding of ‘secure’ at a level.

Source: Falkirk Council @Education Scotland

Secure is defined in terms of meeting the following criteria A= Application B= Breadth C= Challenge

A = Application pupilhas applied learning in new and unfamiliar situations.

B= Breadthpupilhas achieved a breadth of learning across almost all of the experiences and outcomes for the level.

Source: Falkirk Council @Education Scotland

C= Challengepupilhas responded consistently well to the level of challenge set out in these experiences and outcomes and has moved forward to more challenging learning in some aspects.

Think about a lesson and how it can be planned to include breadth, challenge and application.

Discuss what this might- Sound like

Look like

Feel like

•Teacher/pupil, pupil/pupil dialogue linking learning by looking back as well as forward

•Building on previous knowledge and understanding, skills, attributes and capabilities

•Demonstrating their knowledge and understanding, skills, attributes and capabilities

•Interdisciplinary learning

•Broad focus

•Challenging and enjoyable

•Realistic/relevant

•Transferable skills

Source: Angus Council

Source: St. Ninian’s High School East Renfrewshire

Higher Order Thinking Skills (HOTS) & Bloom’s Taxonomy

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Key Messages

•Refer to the Principles and Practice documentation

•Start with a shared understanding of secure

•Plan with the principles of ABC

•Challenge in terms of HOTS