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Preparation of Evidence for Formal Moderation Jaclyn Andrews October 2018

Preparation of Evidence for Formal Moderation Jaclyn Andrews October 2018. P urpose of the training To revisit the requirements for 2018/2019 To look at different ways of gathering evidence To look at a range of evidence samples To focus on the LAR and how to use it. Evidence Requirements.

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Preparation of Evidence for Formal Moderation Jaclyn Andrews October 2018

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  1. Preparation of Evidence for Formal Moderation Jaclyn Andrews October 2018

  2. Purpose of the training • To revisit the requirements for 2018/2019 • To look at different ways of gathering evidence • To look at a range of evidence samples • To focus on the LAR and how to use it

  3. Evidence Requirements Practitioner Moderation Template (PMT) should be no more than 2 sides of A4 Evidence should be 2 sides of A4 (no more than 4) Evidence of where the learner has met the success criteria – not evidence of the teaching materials used

  4. Practitioner Moderation Template

  5. Range of evidence Discussions Assessments Feedback Show-Me Boards Diaries

  6. Evidence • Evidence should be drawn from a range of assessment approaches (say, make, do, write) • It should be annotated where appropriate • It should demonstrate breadth, challenge and application • Learner voice should be evident

  7. Moderation Annotation • For moderation purposes this will feel like an add on but it ensures a consistent approach if explanations are given. • Verbal feedback – should be explained for moderation purposes • Photographs – Typed/written annotations should be attached for clear explanation. • Videos – If teacher voice is not clear on video, a written explanation should be attached.

  8. Annotations Provide further information/explanation on photographic and video evidence of a learners progress Annotations should have appropriate vocabulary relating to success criteria Inform next steps for the learner

  9. Evidence Layout Some practitioners have opted to use certain formats to present their evidence. It is worth looking at different ways of laying out evidence. We are not prescribing a set format for which you should provide your evidence.

  10. Sample Templates INSERT HERE

  11. Learning Intention: To identify the purpose of a text. To identify the main idea of a text. Success Criteria: I can identify the intended audience of a text. I can explain why a text has been written. I can identify the main idea of a paragraph. I can identify key words. I can highlight key information in the text. I can include information from the text in my answer. Lesson 1 Success Criteria: I can identify the intended audience of a text. I can explain why a text has been written. Lesson 2 Learner A independently read a text about fire fighters and successfully highlighted key words to identify the main idea of each paragraph. She included key information from the text in her answers. To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of my text. Understanding, Analysing & Evaluating  LIT 1-16a Success Criteria: I can identify the main idea of a paragraph. I can identify key words. I can highlight key information in the text. I can include information from the text in my answer. Teacher Observation: Learner A worked with a partner to identify the purpose and intended audience of a variety of texts. Teacher Feedback: You have worked well together to identify who each text has been written for and why they have each been written. Great work!

  12. Technical tips Paste photographs of evidence onto word documents or PPT slides (these must be legible when photocopied) Use the text box and arrow tools Use the speech tool NB – If anyone would like us to go over this at the end with you, we are happy to do so. Good for adding in annotations Pupil voice…

  13. Quality Evidence Not too much/too little Focuses on learner evidence (not teaching materials) Annotated Links clearly to LI/SC Demonstrates breadth, challenge & application Pupil voice is evident throughout the process Demonstrates a range of assessment approaches

  14. Sample Evidence Look at the sets of evidence in small groups. Consider the following points: Is the layout easy to follow? Howwell do the annotations support the evidence? Do the annotations link to the SC? Is there too much/too little evidence? Has anything been included that is not relevant? How could the evidence be further improved (if any)?

  15. Local Assessment Resource (LAR) https://blogs.glowscotland.org.uk/er/EastRenfrewshireLAR/

  16. Use the LAR • Refer to it when planning • Use it at school/cluster moderation sessions • Promote it amongst colleagues • Remember that moderation is subjective so always use your professional judgement when accessing materials!

  17. Feedback (FMT) • The process is subjective • Approach with an open mind • What should you do if you disagree with the feedback you receive?

  18. Jaclyn.Andrews@eastrenfrewshire.gov.uk 0141 577 4681

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