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Securing teacher assessment at Key Stage 2/3 - Information Meeting for Cluster Contacts. 28 June 2011 – Llandudno 29 June 2011 – Cardiff 30 June 2011 - Swansea. The English Team:. Chief Moderator – Elan Davies Deputy Chief Moderators: Eileen Jones and Helen Bowen.
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28 June 2011 – Llandudno
29 June 2011 – Cardiff
30 June 2011 - Swansea
‘... to recognise progress within a key stage, best-fit judgements could use the features of adjacent level descriptions to indicate whether a learner is working at the lower end, securely within, or at the top end of a broad National Curriculum Outcome/Level. Typically, a learner at the lower end of an Outcome/Level shows mainly characteristics of that Outcome/Level across a range of work, but may still have some characteristics of the previous Outcome/Level in some aspects of the work. A learner securely within the Outcome/Level demonstrates the characteristics of that Outcome/Level across a range of work. A learner at the top end of an Outcome/Level demonstrates clearly characteristics of that Outcome/Level across a range of work with some examples of characteristics of the next Outcome/Level. Special schools and mainstream schools can use such best-fit judgements to share information about individual learners, within and across schools.
At the end of a key stage, learners’ attainment must be reported in terms of the most appropriate whole Outcome/Level. All attainment at the lower end, securely within or at the top of an Outcome/Level should be recorded as being at that level.’
[Ref. ‘Making the most of assessment’, page 8]
Learner profile for Cluster Moderation
Selected learner profiles for external moderation
Clusters were asked to submit the following evidence:
- one Level 4 learner profile from KS2 and one from KS3; and
Across the 3 Attainment Targets sufficient evidence should be included to:
The cluster group should satisfy itself that the evidence (learner’s work, commentary, task information and stimulus/context) is ‘sufficient’ to communicate its shared understanding of national curriculum standards. If this is the case, it should follow that the information will also be sufficient for the external moderators’ check and feedback.
download from www.wjec.co.uk/keystage
All cluster schools should play an active part in deciding on best-fit by:
A, B, C and J
speaking and listening
individually, in pairs,
in groups and as
members of a class
Skills 1. use the characteristic features of literary and non-literary
texts in their own writing, adapting their style to suit the audience and purpose