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Supporting Internal Standardisation and Moderation

Supporting Internal Standardisation and Moderation. Introduction Purposes of Session: broad overview of the key elements of Assessment; and an opportunity to examine the Assessment Process of 2013-14 and participate in assessment activities. The Assessment Process.

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Supporting Internal Standardisation and Moderation

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  1. Supporting Internal Standardisation and Moderation • Introduction • Purposes of Session: • broad overview of the key elements of Assessment; and • an opportunity to examine the Assessment Process of 2013-14 and participate in assessment activities.

  2. The Assessment Process External Moderation Whole school, learning, teaching and assessment Planning to Assess Internal Standardisation The use and application of the Levels of Progression as a whole school process to set the standard. Formative Assessment CCEA Tasks + Activities Summative Judgement

  3. Planning to Assess Whole school, learning, teaching and assessment • Assessment is integral to the teaching and learning process. • How can you plan to assess? Planning to Assess Formative Assessment

  4. An example of how to plan to assess: T S P C C C S

  5. Reflection Reflection: • What topics lend themselves to assessment opportunities? • How can I plan to build in assessment opportunities each term? • How can I record these assessments in a manageable way?

  6. Setting the Standard for Internal Standardisation Activity 1: Examine the Levels of Progression for Communication to set the standard. • Levels of Progression for Reading. • Levels of Progression for Writing.

  7. Levels of Progression Summary for Reading

  8. Levels of Progression Summary for Writing

  9. Internal Standardisation • Use of the Levels of Progression for Communication as the standard measure. • Teachers in your own school coming together to agree standards. • Common agreement on what the standard is.

  10. External Moderation School Portfolio: Step 1 Communication • Each level will have 6 samples of work. • 3 samples in Reading • 3 samples in Writing 1 CCEA Task 2 Pupil Activities

  11. School Portfolio: Step 1 Activity 2: • Using the Levels of Progression select 6 pieces of work suitable for inclusion within a school portfolio at a specific level.

  12. Purpose and Use of CCEA Tasks The use of CCEA Tasks: • supports teacher assessment judgements, • are one element of on-going teacher assessmentand are not to be done as tests, • as well as other classroom assessment activities, may assist with Internal Standardisation and will also support your judgements about your pupils, • provides pupils with an opportunity to demonstrate individual competences in the Cross-Curricular Skill being assessed.

  13. Timeframe for Step 1

  14. Summative Judgement by 16 May • All three modes in Communication are assessed • Pupils should demonstrate competence: • in most of the criteria at that level; • across the breadth of requirements; • in a range of contexts. Summative Judgement (End of Key Stage)

  15. Pupil Portfolio: Step 2 Communication • Pupil portfolio for each level being reported • Each level will have 4 samples of work 2 samples in Reading 2 samples in Writing Only 1 CCEA Task and 3 pupil activities

  16. Timeframe : Step 2

  17. Assessment Checklist 1.Aim to use CCEA Tasks which link to your planning. 2. Plan to use a range of Assessment Activities within your planning. 3. Plan activities which reflect the Levels of Progression. • Set the standards within and between the levels in the various modes of Communication. 5. Involve all teachers in the planning of assessment opportunities. • Collate 6 pieces of work for each level you intend to report in May. A school portfolio should contain for each reported level: 3 Reading 3 Writing 1 CCEA Task 1 CCEA Task 2 Pupil Activities 2 Pupil Activities • Use the CCEA coversheets to record task details and reasons why a level has been awarded.

  18. Support Janice MacArthur 028 90261200 Extn 2631 Stephen Fleming 028 90261200 Extn 2668 Assessment1314@ccea.org.uk Queries Useful links: Assessment in Practice http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_in_practice_communication/index.asp Exemplification Library CCEA Task and Exemplification Library - School Portfolio http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_task exemplification/index.asp Assessing the Cross-Curricular Skills -Talking and Listening Exemplification http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_cross-curricular skills/communication/applying the levels talking and listening/index.asp

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