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Kellands Reporting Assessment & Moderation Calendar (1).docxModeration Calendar
Moderation Calendar
At Kellands, we have a Report, Assessment and Moderation Calendar. We moderate three times a year, in November, February and June.
The Moderation Cycle
The Moderation Cycle
Moderation is the process of teachers sharing, working through and agreeing their understanding of expected curriculum levels of student achievement and progress. It supports teachers to compare their own judgments to either confirm or adjust them. Teachers collaborate to establish a shared understanding of what quality evidence looks. This is a process rather than a one-off activity or event. Moderation is on-going throughout the learning and teaching process.
In order to arrive at a shared understanding of standards and expectations, moderation should take place at a range of levels within school, locally and nationally. Moderation should be ongoing within schools, for example through collegiate planning and ongoing conversation with colleagues. There should also be planned opportunities to moderate as a whole staff within the school, cluster and local authority.
KEY FEATURES OF EFFECTIVE MODERATION
KEY FEATURES OF EFFECTIVE MODERATION
•Is a process, not a one-off event
•Professional dialogue at every stage
•Is an integral part of planning, learning, teaching and assessment
•Involves discussions about breadth, challenge and application at every stage
•Takes place at a range of levels (school, cluster, local authority and beyond)
WHAT ARE THE BENEFITS OF MODERATING TEACHER PROFESSIONAL JUDGEMENTS?
WHAT ARE THE BENEFITS OF MODERATING TEACHER PROFESSIONAL JUDGEMENTS?
•Improve planning
•Improved consistency in quality of learning and teaching
•Improved assessments
•Improved reliability of teacher professional judgements
•Improved pathways into the senior phase
•Improved attainment
•Reduced workload through fewer assessments
Learners should be actively involved at each stage of the cycle, from planning through to reviewing and evaluating evidence
Es and Os should be bundled to link concepts appropriately. Learning, teaching and assessment should be planned together from the outset. Learning, teaching and assessment should be planned from the Es and Os.
Learning intentions and Success Criteria have been drawn together into one stage within the cycle as they clearly link. It is important both to share the learning intention and to co-construct success criteria to ensure learners are clear about what they have to do to be successful. Success criteria should also provide the framework for feedback discussions.
Learning, teaching and assessment draws together ‘learning experiences’ and ‘assessment approaches’. This reflects the Quality Indicator 2.3 in How Good is our School 4 and also emphasises the importance of planning for learning, teaching and assessment together.
A range of evidence demonstrating breadth, challenge and application should be considered when reviewing and evaluating progress towards or achievement of a level. The evidence will come from a variety of different sources, for example classwork, jotters, displays, observations of learning, planned periodic assessments, standardised assessments.
Practitioners evaluate learning all the time and this informs short term responsive planning.
It is also important that you are are given opportunities to evaluate together, particularly when coming to teacher professional judgements around progress towards or achievement of a level.
Feedback and next steps should be based on the co-constructed success criteria where possible. Feedback should be ongoing throughout lessons as well as periodically to review a range of learning over time and to set longer term targets. Feedback and next steps identified should also inform teachers’ planning.
Reporting should reflect most recent progress and next steps in learning. Reporting guidance is available on the National Improvement Hub.
Moderating Planning
More in-depth look at how we plan - great for moderating across a stage. Looking at how we select E&Os (cross-curricular) does the LI reflect the expected standards within the E&Os. Is the SC clear relevant and measurable? Are there a range of learning experiences?
Moderating High Quality Assessments
Met the success criteria?
• Met the required level of challenge?
• Been able to apply knowledge from one organiser in another?
• Applied their learning across one of the 4 contexts of learning?
• Achieved a breadth of learning across the knowledge, understanding and skills as set out in the Experiences and Outcomes for the level.
Moderating Progress Towards or Achievement of a Level.
Teacher judgement will determine achievement of a level INFORMED by evidence
Using Kellands Criteria or benchmarks to judge where the pupils are within the level
These benchmarks designed support your judgement
Now use your evidence to back up your judgements
Please download the presentation for teaching staff below about the moderation cycle at Kellands School and follow on activities.
Moderation at Kellands Training.pptxPage updated
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