Reporting and Moderation

Reporting and Moderation Policy and Process Evidence Set Annotation

Standards: 4.1, 5.1, 5.2, 5.3, 5.5

Synopsis of Evidence Set

Since commencing at Galilee School, assessment and reporting processes have been in a constant state of review and evaluation - with significant improvements evident over time. Part of this improvement process has included the development of a report writing guide which I contributed reporting models for, my development of a moderation process in line with Board of Senior Secondary Studies (BSSS) expectations and working with the Head of Teaching and Learning to create a formal assessment and moderation policy. I have also supported staff to engage in the first internal moderation process in the Senior Secondary College this year.

Artefact 7

Artefact 7 demonstrates the creation and ongoing cycle of improvement of a report writing guide for teaching staff at Galilee School. My acknowledged contributions included providing model comments, structures and report snippets to support colleagues to construct accurate, informative and timely reports to students and carers about student learning and achievement (5.2, 5.5). Supporting colleagues to understand how reports at a Special Assistance School are different to a mainstream school has enabled them to develop and apply a comprehensive range of assessment strategies to diagnose learning needs, progress students learning, evaluate the effectiveness of their individual approaches to assessment while also complying with curriculum and legislative requirements in the Australian Curriculum (5.1, 5.2).

I also worked with the BSSS to develop Galilee School’s first formalised moderation process and Artefact 7 provides evidence on how I led the application of this process with new teaching staff in the Galilee School Senior Secondary College for the first time this year (5.3). Supporting staff to take ownership of this process and develop additional strategies - such as engaging students to moderate work samples - has been a powerful tool within the small teaching team currently working in the college. Staff have embraced trialling different assessment pre and post feedback approaches that are inclusive and engage students in the assessment process (4.1).

Artefact 8

Artefact 8 demonstrates my input, responses to questions and suggested edits on Galilee School’s assessment and reporting policy. This policy includes specific links to the legislative requirements and how we meet these as a trauma informed Special Assistance School as well as our various strategies to diagnose and support diverse learning needs (5.1). The policy also ensures we are providing detailed and timely feedback to parents and carers - and students - to progress their learning in a timely manner (5.2) and links to the moderation process referenced in Artefact 7 (5.3)

Impact

My contributions to ongoing development of models for the report writing guide, creation of a formal moderation process and leading other staff in their first time moderating in the ACT have enabled Galilee School to implement accessible supports for staff around assessment, reporting and moderation. The impact of this has been a more uniform approach to assessment that has developed over the past few years as these processes have been honed and focused with staff input. The formal assessment and reporting policy I contributed to was also an integral element of the school achieving successful registration as a 7-12 school for the first time in 2020.