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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

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The Beating Heart

Can they?

Plan forward together – check back together

Dialogue

CPD

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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

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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

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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

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Learning and Teaching

Classroom environment

Collaborative work

Skills development

Intellectual Challenge

Ongoing discussion and engagement with children

Input from/role of parents

Adding Limbs

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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

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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!

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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).

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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?

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Secure Learning…

Teacher is able to say with confidence “he/she can” and, as necessary,

can say that learning is secure.

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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

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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

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Transforming lives through learning