C apacity in M oderation Sheila Quigley Development Officer Assessment Qualifications Quality Assurance and Moderation Sheilaquigleyeducationscotlandgovuk Building the Curriculum 5 ID: 617532
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Slide1
Building Capacity in Moderation
Sheila Quigley
Development Officer
Assessment, Qualifications, Quality Assurance and Moderation
Sheila.quigley@educationscotland.gov.ukSlide2
Building the Curriculum 5: a framework for assessmentThe priorities in 'Building the Curriculum 5' are grouped around eight key areas.
The key areas provide a summary
of the key ideas and priorities published in the framework for assessment.
Assessment and Quality Assurance &
Moderation within CfESlide3
BtC5 and ‘Moderation’
‘
Moderation
is the term used to describeapproaches 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).Slide4
What does Moderation Involve? ‘It involves teachers and other
professionals
as appropriate working together
drawing on guidance and exemplification and building on existing standards and expectations’ (Building the Curriculum 5: A Framework for Assessment, p. 36).Slide5
The role of the teacher 2 key elements from BtC5
:
participate in quality assurance, moderation and CPD activities, using materials available, to develop assessment expertise and to ensure assessment practices are valid and reliable
contribute to and take ownership of the National Assessment Resource (2010, p.50)Slide6
Quality Assurance and Moderation
Cluster
Schools
Teachers +
NATIONAL
EA
Learner
Moderation
that involves:
National standards
Inter-Authority
with wider range of partners – CLD, Colleges, parents, etc.
Across clusters or learning communities
Across schools
Whole school
Across departments
With immediate colleagues
Involving learners
rnersSlide7
National Assessment Resource: To help practitioners develop a shared understanding of standards and expectations and how to apply these consistently. Slide8
The NAR flowchart – the moderation cycleSlide9
Taking a closer look at the National
Assessment Resource
, a professional
learning resourcedeveloped in collaboration with partners, Education Authorities, Education Scotland staff and practitioners
provides an
opportunity for staff to reflect
on effective practice in learning, teaching and assessment, drawing on the work published on the National Assessment Resource (NAR) with useful links to exemplars
materials that
enable staff to ‘dip in’ to aspects of the learning, teaching and assessment process
where they wish to reflect on their practice
.Slide10Slide11Slide12
Reflective questions and Action pointsSlide13
How can leadership teams build capacity in staff to use the resource effectively?
Leadership team reflective questions Slide14
October 2013 – building capacityNAR development of content : Moderation and Inter-authority funds
NAR development of content : Assessing Progress and Achievement – annotated exemplars
o
ngoing development of NAR site in response to usability studysupport events at local and national level linked to existing / new resources such as TACLAN and identified challenges
o
nline “one stop shop “ for Quality Assurance and Moderation resources - QAMPLR
Challenges ? See G’s slides for ways in which challenges are addressed + his June presentation Slide15
Quality Assurance and Moderation Professional Learning Resource
o
nline Education Scotland web-siteNAR TACLAN – taking a closer look at NAR
Assessing Progress and AchievementGuidance papers from Education Scotland (CfE Briefings, Journey to Excellence…)GLOW TV – watch againProfessional Learning Communitylocal / national eventsinternational perspectives and researchSlide16
Key messages:moderation
is integral to learning, teaching and assessment
the learner is central to the process
moderation quality assures the assessmentmoderation checks the validity and reliability of assessmentmoderation supports profiling and reportingEverything in moderation.Moderation in everything!Slide17
“…the most successful education systems do more than seek to
attain particular standards of competence and to achieve change
through prescription. They invest in developing their teachers as
reflective, accomplished and enquiring professionals who have
the capacity to engage fully with the complexities of education
and to be key actors in shaping and leading educational
change”.
(Teaching Scotland’s Future, 2011, p.4)Slide18
Building Professional Judgement needs:
t
ime to be allocated to moderation to allow practitioners to develop their skills/competence in the process
.