Transcript Moderation and Validation of Teacher Judgements in School

Moderation and Validation of
Teacher Judgements in School
Aims of the session
• Share models of familiarising teachers with
the achievement standards.
• Share and undertake a model for validating
an A-E judgements using the Achievement
Standards.
• Review protocols and support materials to be
use in the moderation process.
Develop commonality in beliefs /understanding
Ensure consistent judgements
Improve
monitoring data
Build opportunities for staff collaboration
Improving validity of student data
Impact on the ‘Instructional Core’
Using the Standards for a number of purposes
Staff engaging with samples of student work,
undertaking discussions around and making
judgements with the AC Achievement Standards
Familiarisation with the
Achievement Standards
Teachers can explore Achievement Standards without
the need to determine a student achievement level
required for reporting (A-E).
Teachers use ACARA/donated samples work samples for
English and Mathematics to assess and determine
student proficiency demonstrated against the
achievement standards.
Teachers make judgments about the quality of the work
samples and suggestions for task development.
Moderation for
Validation
Confirmation or adjustments made to teacher
judgements on student work outcomes in English
modes/Mathematics (both A-E and achievement standard
achieved).
Warm and cool feedback provided on task design and
possible next steps towards achievement standard and the
information that would be needed to make a sound
judgement.
The opportunity to apply feedback/confirmation of
judgement from representative samples when assessing
the outcomes of other students in a class/future task
design.
Deeper teacher understanding, confidence and validity when making judgements with the AC
Achievement Standards
Familiarisation with the Standards
Judgements of student achievement at
Australian Curriculum Achievement
Standards
Reflections on quality of sample
and need for further
information/ideas for task
development
Focus on modes as ‘Receptive’ and ‘Productive’ rather than ‘Writing’,
‘reading’ and ‘speaking and listening’ at this stage. Focus on
Understanding and Skills in Mathematics.
Models of processes for familiarisation
All staff to review 3 students samples from across
the school (collection of at least 3 pieces of evidence
with supporting details of task summary and level
of support required, but no judgement made at
Achievement Standard).
Level of achievement (Year level
AS being attained) is revealed
and reasons for judgement
discussed and clarified
Teachers presented
with envelopes
containing a number
of collections of
samples (3x 1
student)
Early Years
Primary Years
Middle Years
Samples relate to AS
in Early
Years/Primary
Years/Middle Years
A range of separated
Achievement standards
are included along with
Scope and Sequence for
additional detail.
Highlight where elements
of an AS have been
covered
Use post-it notes to
record improvement s
to the task that could
be made and areas of
AS unable to
determine due to lack
of evidence
Task 1
Jamie – Year 6 student
A discussion over a coffee has led to an
opportunity to make a judgement. Where do you
think he is?
Read the two samples of evidence first, along with
the summary of the task and make a judgement
of the Achievement Standard he is working
within.
(3 minutes reading time/ 10 minutes for
judgement)
No judgement made, but a
rough estimate made of the
range he will be working in
Achievement Standard
organised in Receptive and
Productive modes to align
with Curriculum intent
Summary of task and the
support received provided to
guide discussion and provide
extra information
Moderation Protocol
 Is there sufficient evidence to make a judgment?
 Look for what is there, not what is missing. Stay focused on what is evident within
the sample.
 Acknowledge distracters like legibility, incomplete work and content but don’t
allow them to take over the conversation.
 Beware of confusing achievement with effort, cultural or gender stereotyping.
 Be supportive when listening to a colleague’s comments.
 Explore perspectives that differ from your own and learn from them.
 Listen openly.
 Don’t let assumptions determine your decision – trust the contextual information
provided.
 Raise questions, not for the purpose of locating definitive answers, but for
broadening the boundaries of our understandings.
The Golden Rule
10 minutes, then move on
Process to making an on-balance judgement
Read all samples
and task
summaries to be
familiar with
content
(3-4 mins)
Record an on-balance
judgement (across all
modes) for the Achievement
Standard the student is
working within.
Use your professional
judgement to choose an
Achievement Standard
you think this child is
working in, as a
starting point.
If necessary, move up or
down a standard as
you challenge your
initial judgement, use
Content Descriptions if
more information is
needed
Begin looking at the
Achievement Standard,
identifying elements the
student response to a task
demonstrates and
highlighting when this is
evident
Take into
consideration the
context, that is how
much support did the
student need to
complete the task.
Are they where they should be?
– if not …go deeper
(4 mins)
Reflections on the process with your partner
• Will any adjustments need to be made to your
expectations?
• Did you gain any new understandings of the
Achievement Standards or the year level expectations
for your students performance in English?
• Did the assessment tasks provide you with enough
evidence to make a judgement?
• What further information would
you require?
Moderation for validation of an A-E judgement
Teachers bring representative samples for
focus area(s) from three students, each
composing of at least 3 pieces of evidence
to support a judgement.
Teaching teams (in pairs) set up to
encourage collaboration and to ensure
volume of samples are validated
Samples are placed in appropriate Year level
boxes/tubs (Year level of student)
Pairs select a sample other than their own
Teachers validate others A-E judgement
of student demonstration against their
Year level standard/include possible next
steps or feedback on elements missing
which would have allowed a more secure
judgement to have been made/student to
achieve standard.
When sample is validated twice, placed in completed pile
Meet Thomas, Natasha, Mark and
Charlotte
Process to validating an A-E judgement
Read all samples
and task
summaries to be
familiar with
content
(3-4 mins)
Using teacher A-E
judgement check samples
for evidence of student
working at the
Achievement Standard for
their current Year level
and highlighting where
demonstrated, use content
descriptors for additional
information, if required.
Record an A-E outcome for
each mode for the
Achievement Standard
related to their current year
level.
Take into
consideration the
context, that is how
much support did the
student need to
complete the task.
Do you agree with A-E judgement
based on language used in the
descriptors? Where is the student
demonstrating achievement?
Suggested next steps and task development
Focus on the sample, not the
student
Provide positives/strengths
of task
Provide direction, not
criticism
What now?
Building in opportunities for
suggested next steps and ideas
for task development
Focus on transfer of learning
and building opportunities for
discussions around curriculum
delivery
Informal and ongoing
conversations about standards
and confirming judgements
Reflect…
I used to think…
Now I think…
Now I want…