[Insert faculty Banner] Moderation in Practice

1. [Insert faculty Banner]Moderation in Practice Science 7-10

2. What is moderation? • Moderation is a process where teachers compare judgements to either confirm or adjust them. • The process involves close collaboration to establish a shared understanding of what achievement of syllabus standards looks like and whether or not the student has demonstrated achievement of the syllabus standard. Teachers work towards making judgements that are consistent and comparable.

3. Why do we moderate? We moderate to: • develop shared or common interpretations of standards and expectations of what constitutes achievement of syllabus standards • develop shared understandings of what students’ achievements look like • develop accuracy and reliability in making judgements • ensure judgements are equitable in terms of implications for student learning • strengthen the value of teachers’ judgements • inform well-targeted teaching programs

4. Moderation techniques in Science Professional dialogue is the key to the moderation process • Discussion within the faculty • Discussion external to the faculty • Justification of teacher judgement Two components All teachers’ judgements have two aspects: • the decision and • the level of confidence in the decision These are built through professional dialogue

5. Examples of Professional Dialogue • Discussion of syllabus framework • Discussion of outcomes • Share interpretations and understandings • Collaboratively discuss work samples and standards • Shared understanding of expectation of student achievement at a particular point

6. Professional dialogue Kam “I think it’s an A.” Sarah “No I can’t see evidence of …. So it’s a B.” Kam “What about……..Can you see it now?” Sarah “I hadn’t considered that. You’re correct. It’s an A.” Kam “Let’s check what Tran thinks.”