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This guide outlines two models for effective moderation in education: one-to-one and group moderation. In the one-to-one model, a teacher presents evidence for a student assessment to a moderator, discussing areas for growth. The group moderation model involves sharing evidence among a small group of teachers for collaborative assessment, promoting discussion and consensus. The importance of analyzing a collection of evidence, rather than isolated pieces, is emphasized, as this rich context supports secure judgments about student progress and learning.
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1. Models for moderation a) One-to-one
A teacher presents their evidence for one Ma to the moderator/APP leader and describes
‘…….is best described as…… In order to move to the next level and/or make progress ……….needs to….’
b) Group moderation
One teacher distributes copies of evidence for a child for one Ma to each member of the group (approx 3 other teachers). Each person looks at the evidence (silent reading) for 10 -15 mins and completes a blank assessment guideline grid. There is then an opportunity to ask questions about the child - oral evidence that may enrich the main body of evidence. Pairs discuss the level and then compare this with level being proposed by the teacher.
A consensus is reached.
2. APP - a collection of evidence Looking at a collection of evidence rather than simply ‘individual pieces of work’ is most useful. Such work may be enriched with notes or include conversations to support what you know, have observed or heard during maths lessons relating to that child. Such rich evidence is crucial if secure judgements are to be made.
