Developing consistency of teacher judgment

1. Accountability Assessment Data Accountability Assessment Module 2 Data Developing consistency of teacher judgment

2. Accountability Assessment Data Accountability Assessment Data Module 2:Session 1 Developing consistency of teacher judgment

3. Accountability Assessment Data Accountability Aims: Assessment Data • To explore the principles of consistency of teacher judgment • To reflect critically on the process of making judgments by participating in activities which support consistent judgments

4. Accountability Assessment Data Accountability In these 3 sessions participants will: Assessment Data • Consider the principles of consistency of teacher judgment • Participate in a common language activity • Explore diverse learner demonstrations • Collaboratively moderate evidence • Identify a range of contexts over time • Reflect on Standards as common points of reference

5. Accountability Assessment Data Accountability Principles Assessment Data • 1. A common language for describing learner achievement is fundamental to consistency of teacher judgment. • 2. Learners demonstrate knowledge, skills and understandings in diverse ways. • 3. Moderation of work product (performance, product, project, paper and pen) provides teachers with confirmation of their judgments. • 4. Consistent judgments are supported by assessment in a range of contexts over time. • 5. The Curriculum Standards provide a common point of reference from which we align our judgments of learners’ achievements.

6. Accountability Assessment Data Accountability Common language Assessment Data • A common language for describing learner achievement is fundamental to consistency of teacher judgment.

7. Accountability Assessment Data Accountability Activity 1 Common language - Part A Assessment Data • Purpose: To collaboratively develop a common understanding and interpretation of an Outcome. • Activity: In groups select an Outcome and discuss your interpretation of it. Use the Key Ideas, examples of evidence, Essential Learnings, Equity Cross-curriculum Perspectives and Enterprise and Vocational Education to add clarity to your discussions. Using your knowledge of the learners within your site, document agreed and locally meaningful examples of evidence for the Outcome. Ensure that the Essential Learnings, Equity Cross-curriculum Perspectives and Enterprise and Vocational Education that are meaningful within the context, are explicitly described.

8. Learning Area: Society and EnvironmentStrand: Time, continuity and change Accountability Assessment Data Accountability Assessment Data • Scope Key Ideas: • Students investigate earlier times to gain a general understanding of Australia’s history and diverse heritage in the context of significant world events. IdIn KC1 • Students use time-lines, calendars and diagrams to illustrate and sequence events and processes, genealogies and kinship systems. TC KC3  KC5 • Students recognise the importance of collecting and evaluating information and source material as evidence, consider other points of view, and arrive at justifiable conclusions. TC KC1 Standard 2 Outcomes: 2.1 Examines information from a range of sources about people in different periods of time and places in Australia, and interprets them in relation to historical events. In KC1 2.2 Describes and records ages and sequences using time-lines, calendars and flow-charts to present historical information. T C KC2  KC5 2.3 Analyses aspects of people’s lives and heritages in relation to broader social issues and events, and imagines future possibilities. FId TC KC1

9. Accountability Assessment Data Accountability Activity 1 Common language - Part B Assessment Data • Activity: In the same groups, identify the Outcome in the Curriculum Standard before or after your selected Outcome (eg see next slide - Outcomes 1.1, 2.1, 3.1) and repeat the task. • Describe the differences between the Outcomes at the Standard before or after your selected Outcome. Does this clarify your group’s understanding of the Outcome?

10. Accountability Assessment Data Accountability Learning Area: Society and EnvironmentStrand: Time, continuity and change Assessment Data Standard 1 Outcome 1.1 Identifies differences between their life and the lives of other generations in their society and explains some reasons for this. Id•In•C•KC1 Standard 2 Outcome 2.1 Examines information from a range of sources about people in different periods of time and places in Australia, and interprets them in relation to historical events. In•KC1 Standard 3 Outcome 3.1 Identifies and explains sequences of change that have occurred in Australia over time, and recognises various perspectives on events. F·T•C•KC1•KC2•KC3

11. Accountability Assessment Data Accountability Diverse demonstrations Assessment Data • Learners demonstrate knowledge, skills and understanding in diverse ways.

12. Accountability Assessment Data Accountability Activity 2: Diverse learner demonstration Assessment Data • Purpose: To discuss and describe how Outcomes can be demonstrated in diverse ways and consider how the mode of demonstration (product, performance, project, paper and pen) may advantage some learners. 1. In groups select a Key Idea, an Outcome and some examples of evidence. 2. Identify other possible ways that learners could demonstrate this Outcome (focus particularly on different modes, eg products, performances, paper and pen). 3. Consider the learners that could be advantaged by opportunities to demonstrate learning in diverse ways.

13. Accountability Assessment Data Accountability Assessment Data Module 2:Session 2 Developing consistency of teacher judgment

14. Accountability Assessment Data Accountability Moderation Assessment Data • Moderation of work product (performance, product, project, paper and pen) provides teachers with confirmation of their judgments.

15. Accountability Assessment Data be accountable to learners and their families be confident in their ability to make judgments be convinced that the evidence is compelling Accountability Assessment Data • Moderation enables teachers to: • “Be sure, make sure and assure others”

16. Accountability Assessment Data YOUR HOME AS SEEN BY YOU YOUR BUYER YOUR LENDER YOUR APPRAISER YOUR TAX ASSESSOR We do not see things as they are.We see them as we are. Accountability Assessment Data (The Talmud)

17. Accountability Assessment Data Accountability Activity 3:Moderation Assessment Data • Purpose: Using a set process, moderate a selection of evidence to reach agreement on the Outcomes demonstrated.

18. Accountability Assessment Data Accountability Moderation protocols Assessment Data • Learners’ work product • stay focused on what is evident within the work product • maintain an open and investigative state of mind • acknowledge distracters (ie legibility, content, incomplete work) but don’t allow them to take over the conversation • look for what is there, not what is not (the glass is half full, not half empty) • Collaboration with colleagues • listen openly and respectfully and expect to be listened to similarly • explore perspectives that differ from your own and learn from them • be supportive when listening to colleague’s comments • raise questions, not for the purpose of locating definitive answers, but for broadening the boundaries of our understandings • Critical reflection • Why do I notice the things that I notice within student work product? • What does this say about what I value? • What can I learn from and what can I offer my colleagues about noticing and valuing other elements of learner demonstrations of learning? • How does the construction of learning shape the demonstration of learning? • How can I use this knowledge to advantage learners in my class? • What can I learn about learners through collaborative moderation?

19. Accountability Assessment Data Accountability Moderation process Assessment Data • 1. Read the moderation protocols. (2 minutes) • 2. Independently read, observe or view the selection of evidence. Make notes about what you can see in the work product. At this stage do not make judgments about the quality or seek further information about the context or learner. (5-10 minutes) • 3. As a group, briefly share your comments about the selection of evidence. • (5 minutes) • 4. As a group, consider the questions that the selection of evidence raises for you. The presenting educator should make notes about these questions, but at this stage not respond to them. (5 minutes) • 5. The presenting educator uses the questions raised to briefly describe the learner and context. (5 minutes) • 6. Relate your observations about the learner’s demonstrations to the outcomes within the Curriculum Standards using the SACSA wall charts (and if needed the detailed band information). (10 minutes) • 7. From your discussion, list 3 recommendations or directions for teaching and learning. (5 minutes) • Is there sufficient evidence to make a judgment about the Outcome? • Does the selection of evidence demonstrate achievement of the Outcome? • What further evidence is required to demonstrate the Outcome?

20. Accountability Assessment Data Accountability Assessment Module 2:Session 3 Data Developing consistency of teacher judgment

21. Accountability Assessment Data Accountability Range of contexts over time Assessment Data • Consistent judgments are supported by assessment in a range of contexts over time. Activity 4 - Individually or in pairs respond to the following questions: 1. What does ‘in a range of contexts over time’ mean? 2. How do you currently provide learners with the opportunity to demonstrate achievement in a range of contexts over time? 3. Note some new ways that you could provide learners with opportunities to demonstrate achievement.

22. Accountability Assessment Data Accountability Assessment Data • In the foreword to Evaluating Literacy: A Perspective for Change (1991) • Garth Boomer wrote: • ‘Australian teachers for literacy must fight to retain both their preeminence and their rights as the best judges of how well their students are doing. Any schemes that are devised for national reporting on literacy achievements must be grounded in and informed by the rich judgments of the teachers who see children at work every day.’ • (Anthony, Johnson, Mickelson & Preece, 1991, p.v1)

23. Accountability Assessment Data Accountability Point of reference Assessment Data • The Curriculum Standards provide a common point of reference from which we align our judgments of learners’ achievements. • Activity 5 - Group discussion • The Curriculum Standards are described as a common point of reference. What does this mean for our work?

24. Accountability Assessment Data Accountability Future directions Assessment Data • As a staff, what processes, structures and activities will we use to ensure consistency of teacher judgment?