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Goals for the moderated marking session:. To identify students requiring support / to give feedback in a timely manner. To introduce the whole staff to some of the expectations of the OSSLT. To engage in moderated marking as a professional learning experience.
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Goals for the moderated marking session: To identify students requiring support / to give feedback in a timely manner. To introduce the whole staff to some of the expectations of the OSSLT. To engage in moderated marking as a professional learning experience.
To identify students requiring support / to give feedback in a timely manner • Classroom teachers have provided support to all students throughout the school year. • The Special Ed., Alt. Ed., and ESL departments have provided intensive support to students in their classes. • With evaluation of the “mini lits” completed today, additional supports can be provided for students who seem most “at risk” in the month prior to the OSSLT. • Generalizations about areas of concern for all / many students can be made and addressed by classroom teachers in the next month.
To introduce the whole staff to some of the expectations of the OSSLT • All teaching staff will examine a specific writing task and the exemplars and rubrics that go with it. • All teaching staff will see and assess the work of Thornlea students on an OSSLT task.
To engage in moderated marking as a professional learning experience. What is “moderated marking”? • a highly effective assessment strategy that involves educators coming together to collaboratively look at student work, based on pre-determined assessment criteria What are some of the benefits of “moderated marking”? • Looking closely and collaboratively at student work can unveil valuable insights as teachers reflect and plan next steps to set all students up for success. • Each student’s well-being becomes the responsibility of the team as a whole. • Private practice becomes public and less isolated. The learning community is strengthened. • There is greater alignment in assessment and instruction. • Precision, personalization, and professional learning result from the process.
The Process for Today: • Teachers will form groups of 4 – 6. • Each teacher will receive a package of 4 tests and a copy of the EQAO rubric. • Each group will receive a package of EQAO exemplars. • In your group, begin by: reading and discussing the exemplars in relation to the rubric. • In your group, continue by: having each member read one of his /her papers aloud and discuss it as a group. • In your group, finish by: assessing the remaining test papers and assigning a mark.
Possible Points of Discussion: • The “peculiarities” of the EQAO model of evaluating student work. • Common strengths and weaknesses of the responses of Thornlea students. • The process for providing support over the next month.
