Assessment and Moderation Literacy and English

Liberton and Gracemount Clusters

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)

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

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

The plan

CAT session today CAT session Friday 23rd January Reflection and further development in own schools

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

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.

Assessment in our school

Interaction: Formative Approaches(AifL)

Tracking and analysing of:

Summative – Periodic Assessments:

Standardised Assessments:

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

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

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.

.

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

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

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!

Where will you find evidence of learning?

Peer Assessment

Self Assessment

Plenary

Use of ICT

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