moderating otj’s
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Moderating OTJ’s
Senior Learning Community 14Term 4 2010
AIMS• Develop our understanding of the terminology
of OTJ and moderation• Make judgements using evidence• Using the 3 core documents effectively• Draw conclusions about next steps and where
the child is in relation to the RWS and NZC
Outline Professional Readings Definitions of terminology Making a TJ (not OTJ) Moderate for consensus Finding the next steps Reporting the next steps
Professional Readings
Get yourselves into pairsP1 = OTJ Fact Sheet & The first column R, W Standards P13P2 = A hitchhiker's Guide to ValidityP3 = A Hitchhiker’s Guide to ReliabilityRead the readings through and highlight the key points and definitions you find
Definitions of Terminology
Teacher
Judgement
ongoing Day to day
Child SA
Determining next steps
Range of approaches
Teacher relefection
Planning programmes
Overall performance in relation
to NS
Evidence for best fit
Interactive tools –
across the NZC
Context
Overall Teacher Judgeme
nt
No single source of
info
Range of appraoches
Up to a specific point
in time
Gather through
concersing, observing, gathering
Teacher reviews all evidence in relkation to
NS
Understand pupose +
NCZ contentBe confident
Matching levels to the
students
Interprtaion of outcomes
Support students to understand assessment
Be able to justify OTJ
Results from standarised
tools
Reliability
Triangulation – observations,
products, learning
conversations
Consostency across time.,
tasks and teachers
Not completely reliable
Range of tasks to increase reliability
moderation
Validity of assessment
Validity
Does the tool measure what it
claims to measure
Inferences and actions –
analysis of data
Interpretaiuons and decsions
made
Teacher comprehension of assessments
Give you a range of
activities to assess the same
thing
Reading demands important
Suitability to genders,
cultures etc
Age and ability appropriate
Importance of not teaching to
the test
Use a variety of testing – not just pen and
paper
Match LIs
Moderation
concensus Comparing work
Using a range of evidence
Justification of decsions
Teacher talk – with teachers and with
students
Sharing the support mechanisms – checlists etc
Shared understadnings
Do we need a policy around moderation?
Timetabling moderation sessions
Accepting and understanding the
differneces in classes/students/schoo
ls
Shared leanguage
Validation of our decisions
Building confidnce for students and
students
Sources of Evidence to Support the Decision Making Process
Observation
Test
Learning Conversat
ions• Tracking books/modelling
books• Classroom behaviour• Peer assessments• PROBE• Student workbooks• Practical tasks• Learning journals
• Confernecing• Group work• Guided sessions• Questions• Explanations – dicussing• Refelctions• GLOSS/PROBE• Snap shots• 3-Way Interview• Goal setting• Formal converstaions • Verbal presentations• Student student• Feedback/feedforward
• asTTle• Pen and paper• Oral• Presentations• PROBE• FiO• Pre tests/tasks• IKAN/GLOSS/Snap shot/
BF/SPPa
TASK 11. In pairs place the exemplars in order2. Read through the assessment piece
on your own3. Choose which level you think it
matches and place it on top of the exemplar
4. Discuss your decision with the group
TASK 2AInquiry using the NZC1. Use your best fit judgment to guide you to the starting
point of your inquiry2. Go to the appropriate level of the NZC3. Highlight in yellow the Aos and Indicators that the
student has achieved4. Highlight the next teaching steps in red5. List what else you need to know on your sheet
TASK 2BInquiry using the LLP1. Highlight in yellow indicators in the LLP
that the student has achieved2. Highlight next steps in red3. List what else you need to know on your
sheet
TASK 2CInquiry using the RWS1. Highlight in yellow indicators in the
LLP that the student has achieved2. Highlight next steps in red3. List what else you need to know on
your sheet
JUDGEMENTS• Make your judgement about where you think
this child best fits in relation to the NZC and RWS
• Share with your partner• Justify your decisions• WHAT ELSE DO WE NEED TO KNOW/USE TO
CONFIRM OUR JUDGEMENT?
WHAT NOW……• We will moderate one or two writing
sample taken from this terms asTTle assessment from each class.
• Once we have a consensus on the marks we will look at them against the NZC, RWS and LLP as with tasks 2A, 2B and 2C
WHERE TO NEXT?Next SLC:• Revisiting the process and moderating
our work samples• Making TJ’s/OTJ’s for the End of Year
Reports• What next, Debbie’s video for using
the assessments
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