school -based moderation program · examines learner’s class work, assessments and teacher’s...

School-Based Moderation Program School-based Policy For Continuous Evaluation Of Teaching And Assessment (Grades 1 - 9)

Document Version: 2016 Version 1

Release Date: 19 September 2013

Process Version: 2015 Version 2

Scope & Application: Sparrow The Foundation School &

Sparrow Combined School

Author: J. Janse Van Rensburg

Sparrow Schools © 2016

Acceptance And Implementation

General Manager Date

Academic Manager Date


S-QAP Program Page 1 of 22

Introduction 2

Objective of the Program 2

Structure of the Program 2

Teaching Monitoring (S-QAP TM) 2

Visit Schedule 2

Visit Levels 2

Focus Areas During The Observation 3

Observation Tools and Guidelines 3

Internal Moderation (S-QAP IM) 3

Internal Moderation Schedule and Focus Areas 3

Moderation Schedule 4

Inter-School Implementation 5

School to School 5

Area Of Application 5

Class Observation Tool 6

Moderation Report Templates 12

Moderation Report Part A: Book Control Monitoring 13

Moderation Report Part B: Assessment Moderation 16

Moderation Report Part C: Mark Sheet Moderation 19

Moderation Report Part D: Consolidated Score Report 20



Introduction The following document provides an outline of the school based quality assurance procedures to be implemented across

the school and FET college structures.

Objective of the Program • Ensure that required level of teaching occurs in school and college classrooms • Ensure that the work schedules / implementation plans are adhered to by teachers and facilitators • Ensure that the results allocated to learners are accurate, fair and based on sound assessment processes. • Ensure that results are captured and management correctly

Structure of the Program The program will consist of the following components:

Teaching Monitoring (S-QAP TM) Visit Schedule Class visits must be conducted as follows:

Staff Visited By Type of Visit Time Frame Scheduling

HOD

Principal Top Down Termly (or as need arises) Unannounced

Peer-Evaluation by HOD Peer Review Termly (or as need arises) Announced

Academic Manager Top Down As need arises Unannounced

Teacher

Principal Top Down As need arises Unannounced

HOD Top Down Termly (or as need arises) Announced

Peer-Evaluation by teacher Peer Review Termly (or as need arises) Announced

Visit Levels The following diagram shows how observation visits should be scheduled.

The S-QAP Program

Teaching

Monitoring

1

Internal

Moderation

2 • Focussed on observing the teaching

activities of the teacher. • Observation is focussed on:9 areas that

include • Instructional design, • The teaching environment • Quality and suitability of LTSM’s • Visits include Peer-to-Peer and ‘Top

Down’ observation visits.

See below for information

• Focussed on ensuring that the required

processes, practices and methods are

used in the delivery of teaching • Examines learner’s class work,

assessments and teacher’s record

keeping • Moderation is guided by checklist tools • Moderation is completed by HOD’s

and Principals

See below for more information



Please note the following: • The scheduled visits by the principal and HOD’s must be scheduled to occur with ALL teachers. • Scheduling of these visits remain the responsibility of the principal and heads of department. • All staff must be notified of the occurrence of announced visits by peers and superiors

Focus Areas During The Observation The focus of the visit will be guided by the visit checklist. However, the visit must also be aimed at evaluating the

following:

Identification of areas of support and development with reference to: • Classroom management and guidance of learner behaviour • Learning environment structure and atmosphere • Type and impact of Interaction with learners • Design of learning activities • Level of engagement with learners

Observation Tools and Guidelines The observation tool that is provided must be used. This tool will ensure that the feedback remain reliable, useful, valid

and quantifiable throughout the visitation process. It is essential that there is no deviation from this observation tool and

that feedback is provided in an unbiased and fair manner.

Observations are conducted in a confidential manner and feedback will not be discussed outside the suitable forum and

channels.

Internal Moderation (S-QAP IM) Internal Moderation Schedule and Focus Areas Please note that where aspects that need to be moderated do not apply to the school, these aspects do not require

moderation. This is relevant to foundation phase where exams are not written.

The internal moderation process is focussed on ensuring the basic practices related to assuring quality of educational

practice is practiced in the schools as it relates to teaching, assessment and results management.

Upon conclusion of the moderation process, completed moderation reports must be captured onto the consolidated

moderation report and submitted to the principal. The final consolidated report (Part D) must be submitted to the

Academic Manager and be held on record with the detailed report pack (including parts A, B and C).. Please review the

moderation process as detailed in the digram below:

Teacher

Ex Co

Chair

Head of Dept.

TERMLY

Scheduled

Peer

Review

TERMLY

Scheduled

Top-Down

Review

Teacher

Need-

Based

Top-Down

Review TERMLY

Scheduled Top-

Down Review

IMPORTANT NOTE:

If teacher is a new

appointment: Must be visited within first

month of service by BOTH

HOD and Principal



Moderation Schedule Moderation must be completed to evaluate both formative and summative assessments across all learning areas and

grades.

3rd

Moderate

Submitted

documents

Formative Assessments in

Learner Workbook

Summative

Assessment (Exam

or Test)

Submit

documents to

Moderator

Moderator

(HOD to Principal)

Subject Mark

Sheet

1st

2nd

• Check that result show marks,

percentage, date and signature of

marker • Check that correct marking tool was

used (memorandum / rubric) • Check that marks are correct

• Are marks up to date? • Are marked correctly captured /

recorded on mark sheet? • Do marks calculate through correctly? • Are formulas correctly entered and

used?

• Check that work is completed and up

to date as per term / week planning • Check if all assessments & activities

in book is marked, signed and dated

by teacher

A B C

A B C + +

Moderation Report Part

A

Moderation Report Part

C Moderation Report

Part B

D

Moderation Report Part D:

Consolidated Record

Ex Co Chair

Submit ALL

Parts to Ex

Co Chair

Submit Part D to

Academic

Manager

Academic

Manager

Record findings in

Moderation Report

Part D



Moderation Type Source of Document Scheduling Annual Frequency

Formative Assessment

Moderation

Learner Workbook or Class Tests Mid-Term before Summative

assessments take place Terms without Summative

Assessments: Terms 1 and 3

Summative Assessment

Moderation

Formal assessments administered to produce

summative mark per term such as July exams

or Term Cycle test

Following the completion of

formal assessments Terms with Summative


Subject Mark sheet

Printed AND electronic spreadsheets used to

calculate results for learners Coincides with Summative

Moderated Terms with Summative


Inter-School Implementation School to School This program is to be implemented at both Foundation and Combined Schools. It is also to be implemented as an inter-

school program This implies that the moderation and observations is to be conducted at the respective schools by

suitable representatives from the other schools.

Area Of Application The inter-school implementation will not apply to peer evaluation between teachers. Both Foundation and Combined

School Principals and HOD’s will perform visits with staff in corresponding levels at the respective schools.

The following provides a schedule of ‘Inter-School Implementation’ visits

Inter-School Implementation: Foundation To Combined

Staff Visited

Visited By Type of Visit Time Frame Scheduling

CS HOD

FS Principal Top Down Following CS Principal visit Announced

Peer-Evaluation by FS HOD Peer Review Following peer review by CS HOD Announced

CS Teacher FS HOD Top Down Following Top Down visit by CS HOD Announced

Inter-School Implementation: Combined To Foundation

Staff Visited

Visited By Type of Visit Time Frame Scheduling

FS HOD

CS EX Co Chair Top Down Following FS Principal visit Announced

Peer-Evaluation by CS HOD Peer Review Following peer review by FS HOD Announced

FS Teacher CS HOD Top Down Following Top Down visit by FS HOD Announced



Class Observation Tool Teacher being visited:

Grade and Class (E.g. ‘4F’):

Subject:

Period:

Date:

Overview Of The Lesson Please tick off the information you have been provided with by the teacher:

Is the following available?

A Lesson Plan for the period and class Yes No

Learner worksheet / handouts / cut-outs Yes No

Defined Learning outcomes Yes No

Class Attendance Learner Attendance Present Absent On Register

Indicate number of learners in each category

Teaching Strategies And Activities Examine the teaching techniques that are being used in the classroom. The following questions will guide your

observations. Each area of observation is provided with a rating scale ranging form 1 to 5. The ratings are listed below:

1: Never

2: Very seldom

3: Sometimes

4: Often

5: Always

1. Development of Learning Objectives

Area of Observation Rating Comments (If any)

Objectives are given to the class orally or written

form

1 2 3 4 5

There are signs that the activities form part of a

lesson plan aimed at achieving outcomes?

1 2 3 4 5

Learners participate in the teaching activities.

1 2 3 4 5

Objectives are discussed with the learners.

1 2 3 4 5



1. Development of Learning Objectives


Learning content is CAPS compliant

1 2 3 4 5

Learning outcomes are CAPS compliant

1 2 3 4 5

Total /20

2. Selection and use of instructional material


Textbooks / audiovisual materials / LTSM’s have a

clear purpose in the teaching activities

1 2 3 4 5

Handouts are well designed and lay-out and

content is suited to the audience and subject.

1 2 3 4 5

Teacher provides help with reading or using the

text if necessary (where applicable)

1 2 3 4 5

The teacher shows a pre-existing understanding

and familiarity with the instructional material.

1 2 3 4 5

Total /20

3. Educational climate and learning


Learners AND teacher appear to be interested and

enthusiastic about the activities at hand.

1 2 3 4 5

The teacher knows and uses learner names

1 2 3 4 5

Humor is used appropriately to assist in creating a

constructive learning environment.

1 2 3 4 5

The teacher promotes learner confidence and

recognises the positive behaviour of learners when

shown.

1 2 3 4 5

Learners appear to feel allowed to participate and

give input in a structured way.

1 2 3 4 5



3. Educational climate and learning


The teacher makes eye contact with learners

regularly.

1 2 3 4 5

Total /30

4. Variety of instructional design


Learning activities are timed to take into

consideration attention spans and learning

limitations?

1 2 3 4 5

Learners are involved in making decisions during

the learning process

1 2 3 4 5

Total /10

5. Individualization of instruction


Emotional, physical, and intellectual needs of

learners are accommodated

1 2 3 4 5

The teacher makes use of and / or prompts

awareness of learners’ prior learning activities to

promote focus.

1 2 3 4 5

The teacher creates and demonstrates a “real

world” applications and context of the work and

concepts being taught.

1 2 3 4 5

Total /15

6. Responsiveness to learner feedback


The teacher is paying attention to cues of boredom,

confusion, disengagement displayed by learners

1 2 3 4 5

The teacher encourages the asking of questions in a

structured manner

1 2 3 4 5

The teacher provides learners with the opportunity

to mention problems.

1 2 3 4 5



5. Individualization of instruction


Total /15

7. Learning difficulties


One or more learners appear unmotivated or unable

to follow the class.

1 2 3 4 5

The teacher shows signs of favoritism / selective

teaching (focussing on a selected group only).

1 2 3 4 5

Learners are unable to make sense of and see

visual aids used during teaching.

1 2 3 4 5

A group in the class dominates the learning and

hinders others’ learning and participation.

1 2 3 4 5

Total /20

8. Subject Knowledge


The teacher demonstrates a suitable knowledge of

the learning outcomes of the lesson.

1 2 3 4 5

Material provided to learners is correct & accurate

(terminology, information and spelling)

1 2 3 4 5

The teacher demonstrates suitable knowledge of

different concepts being taught.

1 2 3 4 5

The teacher explains concepts and information

effectively to the audience.

1 2 3 4 5

The teacher demonstrates knowledge beyond the

concepts being taught and enriches the lesson

through its use.

1 2 3 4 5



8. Subject Knowledge


Total /25

9. Instructional Design


The opening of the lesson grasped the class’s

attention and establish rapport with the learners.

1 2 3 4 5

The lesson opening outlined the topic and purpose

of the lesson.

1 2 3 4 5

Delivery is paced to learner’s learning pace and

needs.

1 2 3 4 5

The teacher introduces a topic, states goals,

presents material or activities clearly and

effectively.

1 2 3 4 5

The teacher can be adequately seen and heard by

the learners.

1 2 3 4 5

Key points / items / terms were emphasised by the

teacher during the lesson.

1 2 3 4 5

Explanations regarding activities and tasks were

clear and learners were able to follow

1 2 3 4 5

Examples, metaphors, and analogies were used

appropriately and pitched at the right level for the

audience.

1 2 3 4 5

Total /40



Observation Scoring Scoring Summary

1. Development of Learning Objectives /20

2. Selection and use of instructional material /20

3. Educational climate and learning /30

4. Variety of instructional design /10

5. Individualization of instruction /15

6. Responsiveness to learner feedback /15

7. Learning difficulties /25

8. Subject Knowledge /25

9. Instructional methods /40

Total /200

Overall % %

Rating Not

demonstrated Needs

Improvement Satisfactory Outstanding

Score 0 - 50 51-100 101 - 150 151 - 200

% 0 - 25% 26 - 50% 51 - 75% 76 - 100%

Level Level 1 Level 2 Level 3 Level 4

Applicant Score (Please Tick)

Submission Information Observer:

Capacity (HOD, Principal, etc)

Date of Completion of Visit:

Signature



Moderation Report Templates This moderation report consists of four (4) components. They are as follows:

Moderation Report PART A: Workbook Moderation 1. This is completed following a review of the learner workbooks.

2. The workbooks to be reviewed are a random sample of workbooks

3. A sample of 10% of the total number of learners must be drawn.

Moderation Report PART B: Assessment Moderation 1. This is completed following a review of an example of assessment of a sample of leaners. This may be a class test,

exam script or term test.

2. The assessments to be reviewed are a random sample of assessments accompanied by the relevant assessment tool

(memorandum or rubric).

3. A sample of 10% of the total number of learners must be drawn.

Moderation Report PART C: Mark Sheet Moderation 1. This is completed following the review of the educator’s mark sheets.

Moderation Report PART D: Consolidated Report 1. This is completed by the principal at the conclusion of each moderation process.



Moderation Report Part A: Book Control Monitoring Monitoring Session Information

Moderation Information

Date

Teacher

Subject

Grade & Class

Sample Selection Sample Information: Please fill in the names of the learners that have been selected for moderation

Learner Name & Surname (Highest Mark) 1:

Learner Name & Surname (Average Mark) 2:

Learner Name & Surname (Lowest Mark) 3:

Monitoring Session Results Moderation Result Record: Please complete the following per learner

Learner Name & Surname

Task (Title of Task as in learner workbook)

Date when activity was done by learner

The activity marked / checked by teacher Yes No

There is evidence of regular checking Yes No

Moderation Result Record: Please complete the following per learner














Recommendations & Comments Recommendations / Areas where attention is needed

Comments / Noteworthy aspects

Moderation Summary Each question is provided with a rating scale ranging form 1 to 5. The ratings have the following values:

The ratings are listed below:

1: Never

2: Very seldom

3: Sometimes

4: Often

5: Always

No. Questions Please mark the appropriate box clearly with an ‘X’ Your rating

1 All learner’s work is marked to date 1 2 3 4 5

2 There is evidence of regular book control and monitoring by teacher 1 2 3 4 5

3 All tasks that are marked have marks clearly indicated 1 2 3 4 5

4 All marks show the date and signature of the teacher 1 2 3 4 5

5 Achievement Levels are indicated at marked tasks / activities 1 2 3 4 5

6 Marks allocated to task and activities are fair and reflect the learner’s quality of work 1 2 3 4 5

7 The activities in the learner’s workbooks are suitable to their age, ability and knowledge 1 2 3 4 5

Total (Mark out of 25) /35



Submission Information Moderator


Date of Moderation:

Signature



Moderation Report Part B: Assessment Moderation Moderation Information


Date

Teacher

Subject

Grade & Class

Sample Selection Sample Information: Please fill in the names of the learners that have been selected for moderation

Learner Name & Surname (Highest Mark) 1:

Learner Name & Surname (Average Mark) 2:

Learner Name & Surname (Lowest Mark) 3:

Moderation Results Moderation Result Record: Please complete the following per learner


Assessment (Title / Type of assessment)

Date of assessment

Assessment clearly shows mark attained Yes No

Assessment clearly shows percentage Yes No

Assessment tool is attached / available Yes No

Marks allocated by teacher Mark: Percentage: %

Moderated Mark Mark: Percentage: %

Variance between marks Moderated Mark Original Mark

Moderated Mark Variance:






Date of assessment







Moderated Mark Variance




Date of assessment







Moderated Mark Variance

Moderation Summary Each question is provided with a rating scale ranging form 1 to 5. The ratings have the following values:

The ratings are listed below:

1: Never

2: Very seldom

3: Sometimes

4: Often

5: Always



No. Questions Please mark the appropriate box clearly with an ‘X’ Your rating

1 Learner’s assessment is marked in accordance with assessment tool 1 2 3 4 5

2 Assessment tool is correctly used / applied 1 2 3 4 5

3 Marks are correctly added and calculated 1 2 3 4 5

4 All marks show the date and signature of the teacher 1 2 3 4 5

5 Marks are presented as percentage score 1 2 3 4 5

6 Achievement Levels are indicated at marked assessments 1 2 3 4 5

7 Learner’s marks are a fair and accurate reflection of work of learner 1 2 3 4 5

Total (Mark out of 20) /35



Date of Moderation:

Signature



Moderation Report Part C: Mark Sheet Moderation Moderation Information


Date

Teacher

Subject

Grade & Class

Moderation Results Mark Sheet Formatting

Mark sheet is printed and available Yes No

Mark sheet is labeled with teacher’s name Yes No

Mark sheet is labeled with subject name Yes No

Learner names present & alphabetised Yes No

Mark sheet displays the titles of tasks Yes No

Mark Sheet Data

Mark sheet is filled in up to date Yes No

Marks are correctly entered per learner Yes No

Marks are correctly calculated Yes No

Mark Sheet Cross Reference Checking

Recorded marks correspond to workbooks Yes No

Recorded marks correspond to tests Yes No

Mark sheet Score Total

Scores given Total “Yes”: Total “No”

Total Scores Total Achieved (Total “Yes” - “Total “No”)







Date of Moderation:

Signature

Moderation Report Part D: Consolidated Score Report To be completed by Moderator


Date of Consolidation

Staff Member

Subject

Grade

Moderation Data Moderation Part Moderator Date of Moderation Score

Moderation Part A /35

Moderation Part B /35

Moderation Part C /10

Consolidated Score Total (A + B + C) /80







Date of Moderation

Signature

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