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Moderating Writing

Moderating Writing. Assessing Writing…. When we level and analyse students’ writing, we need to be asking ourselves: Is this good writing? What can this student do as a writer? What can’t this student do as a writer?

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Moderating Writing

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  1. Moderating Writing

  2. Assessing Writing….. When we level and analyse students’ writing, we need to be asking ourselves: • Is this good writing? • What can this student do as a writer? • What can’t this student do as a writer? • What are the “next steps” for this student as a developing writer? Through the process of marking writing using the e-asTTle , you will have some very clear answers to these questions for each of your students.

  3. Think , Pair, Share • Read through the Progress indicators. • Use the glossary. • Work with a partner to become familiar with them…. • 7 Judgments to make • Need to be within one sub level of each other 2Pv2A OK to agree to disagree with evidence if adamant. • Need to agree across levels – not acceptable to be 2A v 3B ( need agreement here) • Need to sometimes compromise our personal beliefs to get schoolwide consensus in order to have good data for reporting and using to inform teaching and learning programmes.

  4. Marking a script • Has the task been attempted? Is there enough to mark? ( if the text has less than three clauses/sentences = unmarkable) • Has the student written on the topic? ( If this has not happened the deeper features cannot be scored) Just mark for surface features. • Has the student written to the purpose? ( If not written to the purpose outlined in the task, then the deeper features, which are purpose specific cannot be scored) Just mark the surface features.

  5. Each child’s text needs to be read in its entirety to see if they have written to the purpose. • Scores are entered for each progress indicator and then the programme decides on the best fit level.

  6. Assigning a Curriculum Level… • A level needs to be assigned for each of the dimensions. • Check the writing against the criteria for evidence to identify the level that best suits it. • Highlight this on the marking rubric for each student. • Scoring judgments for Basic /Proficient/Advanced are made on evidence. • Within each level, a score of B(Basic) P(Proficient) A (Advanced) is assigned by the marker.

  7. Assigning a Sub Level… Basic This student has a rudimentary control of the indicators at this level. Examples are present that meet the criteria but perhaps only a few and as many unsuccessful attempts are present as successful. Proficient This student has more control of the characteristics defined at this level. The writing meets the indicator and there are more examples of success present, than not. Advanced This student has extensive control of the characteristics defined at this level. The writing meets the indicator and nearly all examples are of successful use.

  8. Points to consider when marking….. • Some aspects of each progress indicator are phrased as compulsory elements of a certain level; i.e the text has to have these criteria present to reach that level; • Some criteria are optional for a particular level; i.e the piece of writing does not have to have these to reach that level.

  9. Points to consider when marking….. • Writing that does not show the characteristics required by the indicators cannot be assigned the level even if it is otherwise satisfactory. e.g if there is no complex punctuation in the piece, the writer cannot score a level 4 in punctuation. • If the text does not meet the criteria for Level 2, record less that Level 2 (<2) • Refer to the Glossary when terminology is unfamiliar.

  10. Points to consider when marking….. • Writing is not to be penalised twice. If you find some aspect of the writing problematic but are not sure whether this aspect should be considered under the dimension you are scoring, look at the other dimensions to see if it may be taken care of somewhere else. e.g a disorganised piece that, nevertheless, requires no other reader inference will probably be marked down on the criteria in the organisation and structure categories, but may show a good sense of audience and clarity of purpose.

  11. Once Staff have moderated a piece together – move to marking three from their own class – one top, middle and lower end. Moderate with a Partner – check and come to agreement. Mark the rest of the class. Moderate with another staff member in the team.

  12. When there is Disagreement…. • Really important to get consistency across teachers…. • You need to work together to achieve shared understandings and consistency.

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