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Moderation and Validation of Teacher Judgements in School. Aims of the session. Share models of familiarising teachers with the achievement standards. Share and undertake a model for validating an A-E judgements using the Achievement Standards.
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Aims of the session • Share models of familiarising teachers with the achievement standards. • Share and undertake a model for validating an A-E judgements using the Achievement Standards. • Review protocols and support materials to be use in the moderation process.
Ensure consistent judgements Develop commonality in beliefs /understanding Improve monitoring data Build opportunities for staff collaboration Improving validity of student data
Using the Standards for a number of purposes Staff engaging with samples of student work, undertaking discussions around and making judgements with the AC Achievement Standards Familiarisation with the Achievement Standards Moderation for Validation Teachers can exploreAchievement Standards without the need to determine a student achievement level required for reporting (A-E). Teachers use ACARA/donated samples work samples for English and Mathematics to assess and determine student proficiency demonstrated against the achievement standards. Teachers make judgments about the quality of the work samples and suggestions for task development. Confirmation or adjustments made to teacher judgements on student work outcomes in English modes/Mathematics (both A-E and achievement standard achieved). Warm and cool feedback provided on task design and possible next steps towards achievement standard and the information that would be needed to make a sound judgement. The opportunity to apply feedback/confirmation of judgement from representative samples when assessing the outcomes of other students in a class/future task design. Deeper teacher understanding, confidence and validity when making judgements with the AC Achievement Standards
Familiarisation with the Standards Judgements of student achievement at Australian Curriculum Achievement Standards Reflections on quality of sample and need for further information/ideas for task development Focus on modes as ‘Receptive’ and ‘Productive’ rather than ‘Writing’, ‘reading’ and ‘speaking and listening’ at this stage. Focus on Understanding and Skills in Mathematics.
Models of processes for familiarisation Teachers presented with envelopes containing a number of collections of samples (3x 1 student) Early Years Primary Years Middle Years All staff to review 3 students samples from across the school (collection of at least 3 pieces of evidence with supporting details of task summary and level of support required, but no judgement made at Achievement Standard). Samples relate to AS in Early Years/Primary Years/Middle Years A range of separated Achievement standards are included along with Scope and Sequence for additional detail. Highlight where elements of an AS have been covered Use post-it notes to record improvement s to the task that could be made and areas of AS unable to determine due to lack of evidence Level of achievement (Year level AS being attained) is revealed and reasons for judgement discussed and clarified
Task 1 Jamie – Year 6 student A discussion over a coffee has led to an opportunity to make a judgement. Where do you think he is? Read the two samples of evidence first, along with the summary of the task and make a judgement of the Achievement Standard he is working within. (3 minutes reading time/ 10 minutes for judgement)
No judgement made, but a rough estimate made of the range he will be working in Achievement Standard organised in Receptive and Productive modes to align with Curriculum intent Summary of task and the support received provided to guide discussion and provide extra information
Moderation Protocol • Is there sufficient evidence to make a judgment? • Look for what is there, not what is missing. Stay focused on what is evident within the sample. • Acknowledge distracters like legibility, incomplete work and content but don’t allow them to take over the conversation. • Beware of confusing achievement with effort, cultural or gender stereotyping. • Be supportive when listening to a colleague’s comments. • Explore perspectives that differ from your own and learn from them. • Listen openly. • Don’t let assumptions determine your decision – trust the contextual information provided. • Raise questions, not for the purpose of locating definitive answers, but for broadening the boundaries of our understandings.
Process to making an on-balance judgement Use your professional judgement to choose an Achievement Standard you think this child is working in, as a starting point. Begin looking at the Achievement Standard, identifying elements the student response to a task demonstrates and highlighting when this is evident Read all samples and task summaries to be familiar with content (3-4 mins) Take into consideration the context, that is how much support did the student need to complete the task. If necessary, move up or down a standard as you challenge your initial judgement, use Content Descriptions if more information is needed Record an on-balance judgement (across all modes) for the Achievement Standard the student is working within.
Are they where they should be? – if not …go deeper (4 mins)
Reflections on the process with your partner • Will any adjustments need to be made to your expectations? • Did you gain any new understandings of the Achievement Standards or the year level expectations for your students performance in English? • Did the assessment tasks provide you with enough evidence to make a judgement? • What further information would you require?
Moderation for validation of an A-E judgement Teachers bring representative samples for focus area(s) from three students, each composing of at least 3 pieces of evidence to support a judgement. Teaching teams (in pairs) set up to encourage collaboration and to ensure volume of samples are validated Samples are placed in appropriate Year level boxes/tubs (Year level of student) Teachers validate others A-E judgement of student demonstration against their Year level standard/include possible next steps or feedback on elements missing which would have allowed a more secure judgement to have been made/student to achieve standard. Pairs select a sample other than their own When sample is validated twice, placed in completed pile
Process to validating an A-E judgement Read all samples and task summaries to be familiar with content (3-4 mins) Using teacher A-E judgement check samples for evidence of student working at the Achievement Standard for their current Year level and highlighting where demonstrated, use content descriptors for additional information, if required. Take into consideration the context, that is how much support did the student need to complete the task. Do you agree with A-E judgement based on language used in the descriptors? Where is the student demonstrating achievement? Record an A-E outcome for each mode for the Achievement Standard related to their current year level.
Suggested next steps and task development Focus on the sample, not the student Provide positives/strengths of task Provide direction, not criticism
What now? Building in opportunities for suggested next steps and ideas for task development Focus on transfer of learning and building opportunities for discussions around curriculum delivery Informal and ongoing conversations about standards and confirming judgements
