B uilding
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Presentation on theme: "B uilding"— Presentation transcript:

Slide1

Building Capacity in Moderation

Sheila Quigley

Development Officer

Assessment, Qualifications, Quality Assurance and Moderation

Sheila.quigley@educationscotland.gov.uk

Slide2

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 CfE

Slide3

BtC5 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).

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

rners

Slide7

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 cycle

Slide9

Taking a closer look at the National Assessment Resource, a professional learning resource

developed in collaboration with partners, Education Authorities, Education Scotland staff and practitionersprovides 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 exemplarsmaterials that enable staff to ‘dip in’ to aspects of the learning, teaching and assessment process where they wish to reflect on their practice.

Slide10

Slide11

Slide12

Reflective questions and Action points

Slide13

How can leadership teams build capacity in staff to use the resource effectively?

Leadership team reflective questions

Slide14

October 2013 – building capacity

NAR 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 study

support 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

online Education Scotland web-siteNAR TACLAN – taking a closer look at NARAssessing Progress and AchievementGuidance papers from Education Scotland (CfE Briefings, Journey to Excellence…)GLOW TV – watch againProfessional Learning Communitylocal / national eventsinternational perspectives and research

Slide16

Key messages:

m

oderation

is integral to learning, teaching and assessment

the

learner is central to the process

m

oderation

quality assures the assessment

moderation

checks the validity and reliability of assessment

m

oderation

supports profiling and reporting

Everything in moderation.

Moderation in everything!

Slide17

“…the most successful education systems do more than seek toattain particular standards of competence and to achieve changethrough prescription. They invest in developing their teachers asreflective, accomplished and enquiring professionals who havethe capacity to engage fully with the complexities of educationand to be key actors in shaping and leading educationalchange”.(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

.