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Diocesan CTJ workshop

Diocesan CTJ workshop. Discussion..Global café What is meant by consistency? Why is it important in teaching and learning? Why do we need it? Assessment task analysis Moderation of samples in stage groups How will we achieve consistency in our school ?(Planning grid).

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Diocesan CTJ workshop

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  1. Diocesan CTJ workshop Discussion..Global café What is meant by consistency? Why is it important in teaching and learning? Why do we need it? • Assessment task analysis • Moderation of samples in stage groups • How will we achieve consistency in our school ?(Planning grid)

  2. What is moderation? • Moderation is the 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 an outcome looks like and whether or not the student has demonstrated achievement of the outcome

  3. Factors that make moderation easier • where criteria were agreed upon. Using the same tasks with common aims and criteria enabled assessors to know what they were looking for • where criteria for judgement were explicit and easy to see • where substantial amounts of work were sought from the student • where appropriate and realistic tasks were set for particular levels to meet students’ capabilities • where tasks were sufficiently open-ended to allow students to demonstrate more widely across levels • where details of the context were provided • where teachers were familiar with the Foundation Statements and outcomes and were able to set tasks designed to meet learning outcomes • where provision was made for pooling and discussing opinions about students’ work. (Findings from Consistency Project Report 1998 [DEETYA])

  4. Factors to address in moderating activities • internalise Foundation Statements (Stage expectations) • understanding the outcomes: clarifying definitions and wording • developing similar assessment criteria for tasks as a basis for comparing judgements.. • acknowledging and agreeing upon the role of prior knowledge of students • using multiple task samples versus single task samples (experiences rather than one-off activities) • on-balance judgements versus one-off judgements • how to construct quality assessment tasks • developing different and additional indicators

  5. Using your tasks….analyse them by asking the following questions(from a student’s perspective) Is there a choice in the activity? Can I demonstrate what I know, can do and understand in a variety of ways and at different levels? Do I know specifically what is expected? Is the task easily understood? Can I use prior knowledge? Does it assess what I have been taught? Does it take into account my learning needs? Does it allow for different learning styles? How will I modify the task to ensure the above?.....

  6. Using your work samples… • How do I know it is an A,B, C…? • Is there sufficient evidence to make my judgment? • Does the task assess more than one outcome? • Does the sample reflect assessment for/of learning? • Does the task use the outcome verbs?

  7. Consistent teacher judgement – • Schools planning model • This planning grid can assist schools to highlight areas of current practice and identify processes which may need to be implemented to achieve consistent teacher judgement.

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