Transcript a learner profile

Cymraeg Ail Iaith
Welsh Second Language
Cymedroli Allanol Grwpiau Clwstwr CA2 a 3
KS2 and 3 Cluster Group External Moderation
Cyfarfodydd Rhanbarthol – Regional Meetings
Mehefin / June 2011
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Y Tîm
• Elen Roberts
Prif Gymedrolwr / Chief Moderator
• Enfys Thomas ac Alison Lloyd
Dirprwy Brif Gymedrolwyr / Deputy Chief Moderators
• Eleri Goldsmith
Arbenigwr Pwnc AdAS / DfES
2
Safoni - Standardisation
Ensuring consistency in teacher assessment: Guidance of Key Stage 2 and 3
‘a process of using samples of the work of the same
learner or of different learners to enable teachers to
reach agreement on levels of attainment by
confirming a shared understanding of the
characteristics of a level.’
‘Materials collated for standardisation purposes
... are described as the school, department or
cluster standardisation portfolio which is used
as a reference source of evidence’
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Cymedroli - Moderation
Ensuring consistency in teacher assessment: Guidance of Key Stage 2 and 3
Moderation at the end of a key stage,
where a ‘best fit’ judgement on an
individual learner’s level of attainment is
made.
exemplified through ‘a range of work of
an individual learner, a learner profile ...
to assist judgements to be made at the
end of a key stage, through moderation’.
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Cyd-fynd orau - Best-fit
Manteisio i’r eithaf ar asesu
Making the most of assessment
Typically, a learner at the lower end of a Level shows mainly
characteristics of that Level across a range of work, but may still
have some characteristics of the previous Level in some aspects
of the work.
Typically, a learner securely within the Level demonstrates the
characteristics of that Level across a range of work.
Typically, a learner at the top end of a Level demonstrates
clearly characteristics of that Level across a range of work, with
some characteristics of the next Level.
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6
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Y Model
Diffinio’r dystiolaeth
Defining the Evidence
•
•
Best-fit learner profiles for two NC levels – Levels 4 and 5 from each
Key Stage
(Years 6 and 9 – 2010-2011 or 2011-12)
******
KS
KS
KS
KS
•
2 – 1 Level 4
3 – 1 Level 4
2 – 1 Level 5
3 – 1 Level 5
• 4 profiles from each cluster
Evidence should be taken from the cluster group’s agreed
reference material
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Y Broses - The Process
All cluster schools should play an active part in deciding
on best-fit by:
• identifying learner profiles for the cluster group to use as
a source of evidence.
• attending cluster group meetings to moderate selected
learner profiles
• agreeing the moderated outcomes and adopting the
cluster’s moderated learner profiles as benchmarks
within their individual schools.
• applying these benchmarks to future teacher
assessment and in particular to end of KS2/3 teacher
assessment.
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Tystiolaeth Cymedroli Allanol
Evidence for External Moderation
The collection of
4 learner profiles
for external
moderation
Learner
profiles for
the cluster
standardisation and
moderation
process
Proffil Dysgwr
Learner Profile
•
Work from each Attainment Target
> Llafaredd / Oracy
> Darllen / Reading
LEFEL PWNC
SUBJECT LEVEL
> Ysgrifennu / Writing
•
Work that reflects the charectaristics of the
NC levels and Programme of Study.
Skills and Range
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Cymedroli
Moderation
• School/cluster - Using a learner profile (a suitable range of
work from an individual learner) to arrive at a best-fit
judgement on that individual’s level of attainment (subject
level outcome).
• External – externally moderating each cluster group’s best-fit
judgements, based on learner profiles and cluster group
commentary.
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Evidence (External Moderation)
= the learner’s work + commentary (contextual
information, task background, stimuli,
frameworks etc. )
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Sylwebaeth (Tystiolaeth)
Commentary (Evidence)
On the work within the profile
•
Information on task context
(background / conditions / independence / support, use of
frameworks etc. )
• Identifying and exemplifying the level characteristics
• Cluster’s shared understanding of the level characteristics
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Sylwebaeth
Commentary
Best-fit commentary
• On each Attainment Target
• Considering strengths and weaknesses within the
learner’s work, referring to adjacent levels
OPTIONAL CLUSTER COMMENTARY FORM
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TYSTIOLAETH DDIGONOL
SUFFICIENT EVIDENCE
Avoid similar
Range of contexts
Consider strengths
and areas for
development
tasks
A range of work
over time
Llafaredd
Darllen
Ysgrifennu
No prescribed no.
of tasks
Enough to make a
best-fit judgement
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Llafaredd
VARIETY ACROSS AND WITHIN TASKS
Strands – Levels
Understanding
Communicating information
Expressing opinion
Pronunciation
Llafaredd
VARIETY ACROSS AND WITHIN TASKS
Presentation
Questionnaire
Report back (based on notes)
Role play / Situational conversation
Organising / Inviting / Persuading
Gwaith: Unigol /Pâr / Grŵp
Giving/ receiving instructions
Individual / Pair / Group work
Conversation
Discussion
Oral response to reading
Oral response to listening / viewing
Darllen
VARIETY ACROSS AND WITHIN TASKS
Strands – Levels
Reading aloud
Understanding of text
(Suitability of materials)
Responding to text
Level of independence
Literary / non literary material:
Books / Stories
Poems
Magazines
Letters / e-mails / post cards etc
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Darllen
VARIETY ACROSS AND WITHIN TASKS
Matching pictures to text
Multiple choice
True / false
Filling the gaps
Completing profiles / information
grids
Answering questions
Personal response (orally / in
writing) >
Expressing opinion
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Ysgrifennu
VARIETY ACROSS AND WITHIN TASKS
Strands – Levels
Content
Expression
Spelling and punctuation
Handwriting
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Ysgrifennu
VARIETY ACROSS AND WITHIN TASKS
e-mail
letter
diary
blog
written response to reading
post card
report
written response to listening / viewing
article
portrayal
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Taflen dracio enghreifftiol
Exemplar tracking sheet
Proffiliau Enghreifftiol
Exemplar profiles
Cymraeg Ail Iaith
Canllawiau ar gyfer Cyfnodau Allweddol 2 a 3
Guidance for Key Stages 2 and 3
APADGOS / DCELLS
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Pilot – Main areas to develop
•
•
•
•
•
•
•
Sufficient evidence
Cross-referencing between the profile and the commentary
Commentary on the level characteristics within each AT
Consideration of adjacent levels
Exemplification of level characteristics identified
‘Consistency’ in standards across the work within each AT
Commentary on the cluster’s best-fit judgement
+ CLUSTER PROCESS
Arfer Dda – Good Practice
Pilot 2010
Holly – Llafaredd
Leah – Darllen
Josephine a Bethany - Ysgrifennu
Cyflwyniad
Sgwrs
Chwarae rôl
Mat iaith
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Pwysoli – Weighting
Cymraeg Ail Iaith
TC / AT
CA / KS2
CA / KS3
Llafaredd
70%
60%
Darllen
15%
20%
Ysgrifennu
15%
20%
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Moderator Feedback
Adborth CBAC / WJEC Feedback
• C
Agree fully with cluster’s best-fit
A
• C(m)
Agree (some issues)
A(i)
• Mc
Unable to agree
Ua
• N
No evidence received
N
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Yr Adroddiad / The Report
Key Stage
2 Level 4
Key Stage
2 Level 5
Key Stage
3 Level 4
Key Stage 3
Level 5
AT1 Oracy
AT2 Reading
AT3 Writing
Level 4 Level 5
Key Stage 2 learner profiles
Key Stage 3 learner profiles
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Proses Clwstwr / Cluster Process
• Taflen Proses Clwstwr / Cluster Process Form
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Amserlen a dyddiadau allweddol
Timetable and Key Dates
• June 2011 – regional information meetings
• Autumn Term 2011 – nominated cluster contact
receives administrative pack for sending learner
profiles to WJEC
• March 30 – deadline for providing cluster’s evidence
to WJEC (Welsh Second Language)
• April / May 2012 – external moderation
• End of Summer Term 2012 – Clusters’ learner
profiles and moderators’ reports returned to cluster
contact (and local authority).
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Cymdedroli Clwstwr - Adlewyrchu a Chynllunio
Cluster Moderation - Reflection and Planning
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