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Teacher Assessment: Using examples of pupils' work to show - - PowerPoint PPT Presentation

Teacher Assessment: Using examples of pupils' work to show standards and support progress and support progress Presenter name X X . X X . 1 3 1 Training session 0 Leading training sessions 2 Purposes and outcomes What do you want the


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Teacher Assessment: Using examples of pupils' work to show standards and support progress

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and support progress

Presenter name

X X . X X . 1 3

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Training session 0 Leading training sessions

2

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SLIDE 3

Purposes and outcomes What do you want the purposes and

  • utcomes of your moderation meetings

to be?

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to be? Take a moment to reflect on your personal view.

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What do we currently achieve? (1)

How well do your moderation meetings currently help you and your colleagues to:

  • be confident in using formal, public

assessment criteria? be accurate and consistent in our summative

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  • be accurate and consistent in our summative

assessments?

  • share and develop ideas about how to teach

certain topics, concepts and skills?

  • share and develop ideas about how to use

assessment formatively?

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What do you currently achieve? (2)

How well do your moderation meetings currently help you and your colleagues to:

  • work together in planning, teaching and

assessing? collect examples of work to show your pupils

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  • collect examples of work to show your pupils

what they can aim for and how to go about it?

  • collect examples of work to inform everyone

in your school, colleagues elsewhere, partners, inspectors and visitors about your teaching and your pupils’ learning?

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Comparing ideas

In pairs (or threes) read the quotes in Handout 0.1 and discuss what colleagues elsewhere said about moderation in their schools.

  • What do you agree with?

What are you unsure about?

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  • What are you unsure about?
  • Is there anything you would add?
  • Is there anything that particularly interests

you?

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A possible dilemma

Read Handout 0.2. Assessing in lessons, you tend to want to keep your pupils all together.

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your pupils all together. Assessing to give levels or grades, you have to separate your pupils. Do you agree? If so, how can you handle that tension?

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Summing up so far...

What do you believe are the essential:

  • pre-conditions
  • purposes and outcomes

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... for moderation in your team and school? Discuss as a pair (or three). Be ready to share your ideas with the whole group and work towards agreeing two collective statements.

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Agreed statements

These are necessary pre-conditions for effective moderation meetings:

  • …………………………………
  • …………………………………

…………………………………

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  • …………………………………

We want the purposes and outcomes of our moderation meetings to be that:

  • ……………………………………
  • ……………………………………
  • ……………………………………
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Running moderation meetings

How do you run moderation meetings so that everyone benefits from differing points of view? Reflect on your own for a few moments.

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  • What has been good, and what not so good,

about moderation meetings you have experienced?

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Facilitating differences

In pairs (and a three if necessary), pick out some

  • f the implications of what you read in Handout

0.3. What helps individuals in a meeting to: listen to and learn from one another?

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  • listen to and learn from one another?
  • explore differences of view?
  • move towards consensus?
  • make fairness toward pupils and

consistency in using criteria priorities as

  • bjectives?
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Guidance

What guidance can we give ourselves about running moderation meetings? In pairs, draw up a list of ‘Dos’ and ‘Don’ts’ for

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In pairs, draw up a list of ‘Dos’ and ‘Don’ts’ for running moderation meetings. Write them on different coloured sticky notes.

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Group summary

Our reminders about running moderation meetings:

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Do: …………………………………… …………………………………… Don’t: …………………………………… ……………………………………

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Preparation for Training session 1

What do you need to do to prepare for Training session 1? In small groups, review the materials for Training session 1.

  • What are the strengths of the approach and

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materials?

  • What questions do you want answers to?

Be ready to discuss with the whole group:

  • what you think is positive about the materials
  • what needs to be clarified.

Record decisions where appropriate.

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Organising the sessions

  • Do you want to have a pilot subject taking the

training first, then other subjects following?

  • Or would you prefer to train several subjects in

parallel? What preparations need to be made – and who will

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  • What preparations need to be made – and who will

make them?

  • How will you stay in touch as a group?
  • How will you inform senior leaders and others about

the progress you make through the training?

  • Are there other implications you need to consider at

this stage?

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Evaluation

How effective was this session for you? Be ready to share reflections as a group. What has gone well in this session?

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  • What has gone well in this session?
  • Are there any matters to follow up?