Assessment and Moderation Setting the Context Transforming lives

Assessment and Moderation: Setting the Context Transforming lives through learning

A little task to get you thinking… How many Cf. E documents can you name that refer specifically to assessment and moderation? Transforming lives through learning

Curriculum for Excellence Background National Debate on Education 2002 • Clear indication that curriculum needed reviewed –Early Years, 514, Standard Grades, National Qualifications • System failing the lowest 20% of pupils • Too great a focus on testing • Need to ‘de-clutter’ the curriculum • Curriculum Review Group set up Transforming lives through learning

Curriculum Review Group Set out coherent curriculum 3 -18 • Vision for Scotland’s 21 st century children • Values –wisdom, justice, compassion and integrity • Four capacities Transforming lives through learning

Steps towards Cf. E • Building the curriculum 1 – The contribution of curriculum areas • Building the curriculum 2 – Active learning in the early years • Building the curriculum 3 – A framework for learning and teaching • Building the curriculum 4 – Skills for learning, life and work • Building the curriculum 5 – A framework for assessment Transforming lives through learning

Transforming lives through learning

Transforming lives through learning

Transforming lives through learning

Bt. C 5 Principles of Assessment ‘Assessment practice will follow and reinforce the curriculum and promote high quality learning and teaching approaches. Assessment of children’s and young people’s progress and achievement during their broad general education to the end of S 3 will be based on teachers’ assessment of their knowledge and understanding, skills, attributes and capabilities, as described in the experiences and outcomes across the curriculum. ’ (Building the Curriculum 5: A Framework for Assessment, p. 8) Transforming lives through learning

Argyll and Bute Skills list… Communication Employability Leadership Learning Self-Management Active Listening Assertiveness Adhering to principles Remembering Accessing Support Giving and Receiving Feedback Awareness of self/local/national/ global issues Conflict Management Extending the thinking of others Understanding Adaptability Offering Encouragement Applying Balancing life and work Analysing Coping Techniques Synthesising Making informed choices Evaluating Perseverance Systems Thinking Positive Thinking Creativity Resilience Formulating Success Criteria Information Handling Risk Management Reflecting Speaking Writing Managing Resources and Time Recognising and using the strengths of others Putting yourself in another’s Being Enterprising place Teamwork Self Discipline Investigating and Problem Taking the initiative Solving Peer and Self Assessment Digital literacy skills Fine motor skills Transforming lives through learning

But what are capabilities and attributes? Transforming lives through learning

Assessment – key messages Assessment: 1. Is integral to learning and teaching • • 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’s journey goes beyond KU alone to include skills, attributes and capabilities Transforming lives through learning

Your turn: How would you define moderation in your context? Transforming lives through learning

Bt. C 5 and ‘Moderation’ ‘Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education. ’ (Building the Curriculum 5: A Framework for Assessment, p. 36) Transforming lives through learning

Quality Assurance and Moderation – key messages QA and Moderation: 1. Is a collaborative process involving all stakeholders, including the learner 2. Is the means by which we develop a shared understanding 3. Ensures a rigorous and robust system 4. Is integral to every stage of: 1. Planning 2. Learning and Teaching 3. Assessment 4. Feedback and evaluation 5. Provides opportunities for feedback and planning for improvement 6. Should be an on-going, sustainable process by which we raise standards and expectations Transforming lives through learning

Improving Schools in Scotland: An OECD Perspective. “In the next phase of the Curriculum for Excellence journey, Scotland has the opportunity to lead the world in developing an innovative national assessment, evaluation and improvement framework. ” This requires very careful balancing of the need for appropriate data and evaluation – ensuring that information is used effectively to drive improvement in the learning experiences of individual children and young people. Transforming lives through learning

NIF – Setting out Scotland’s vision and priorities for children’s progress in learning The Vision: • Excellence through raising attainment • Achieving equity Building on the work of: • GIRFEC • Early Years Collaborative • Scotland’s schools for the future • Youth Employment Strategy • Teaching Scotland’s Future Transforming lives through learning

Priorities of NIF • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school leaver destinations for all young people. Transforming lives through learning

Key drivers of improvement 3 of 6 drivers talk specifically about moderation… But it could be argued… Transforming lives through learning

What does NIF say about moderation? There is a strong link between teacher’s professional skills and competences and the quality of children’s learning experiences. Ensuring the highest professional standards for all teachers in Scotland will help to ensure the highest standards and expectations for all children. Consistent, well-moderated teacher judgement data on achievement of curriculum levels in literacy and numeracy will help us to focus accurately on the difference in attainment between the most and least disadvantaged children and take further action as a result. Evidence will be gathered through school inspection and local authority self -evaluation reports providing us with information on the effectiveness of moderation processes and therefore the consistency of teacher judgement of children’s achievements. Transforming lives through learning

Our Children, Their Future – Argyll and Bute’s Vision and Strategy Our aspiration is to ensure that Argyll and Bute is the best place in Scotland for our children to grow up. Our vision is that together we will realise ambition, excellence and equality for all. Transforming lives through learning

6 Key Objectives: • Raise educational attainment and achievement for all • Use performance information to secure improvement for children and young people • Ensure children have the best start in life and are ready to succeed • Equip young people to secure and sustain positive destinations and achieve success in life • Ensure high quality partnership working and community engagement • Strengthen leadership at all levels Transforming lives through learning

Transforming lives through learning

Benefits of Moderation • Practitioners work together more effectively, building capacity and confidence in themselves and each other • Practitioners better understand learners and their learning • Learners better understand their learning • Learners are more engaged and motivated • Learners and practitioners work together more effectively • Positive, productive relationships are developed within and beyond the school • A more open, transparent and trustworthy system emerges Transforming lives through learning

Practitioner Quotes • “Best CPD (NAR and Bt. C 5) we’ve ever had, made so much sense and very logical. I already work closely with my stage partner so planning together seemed like a natural next step. I was initially worried about how to develop success criteria with the younger ones but was amazed at what they could do. ” P 2 teacher • “Now that we have a clear structure to support our planning, teaching and assessment, I finally feel like we’re out of the Cf. E woods. I am much more aware of the evidence I should be gathering and how to assess across the curriculum. ” P 5/6 teacher • “Lots of my planning is done which really takes away the stress. I loved seeing how much the children enjoyed engaging with the Es and Os and their ideas for their success criteria and final outcomes are often better than mine!” P 7 teacher Transforming lives through learning

Practitioner Quotes • “As a probationer, it made planning easier, less time consuming and I finally felt confident I was doing the right thing as everything was discussed with my stage partner” P 4/5 teacher • “The children themselves commented how it was great to be discussing their learning with different children – this was a big positive for them – discussing their learning in this way should lead to deeper learning. They will not forget this experience. They said they found a ‘hook’ and then there was sharing and it was clearly very motivating for them. They also said that to learn about something that is current, such as Scottish Independence is really useful to them for the future – it has an impact and is relevant. ” Head teacher. • “Working with another school gave us great reassurance about our expectations for children, sometimes you worry that you are pitching things too high or too low and this really helped us build a shared understanding. ” P 5 teacher. Transforming lives through learning

Remember: Everything in moderation and moderation in everything Transforming lives through learning