Leading Planning, Assessment and Moderation. All slides from Dunblane on 11 Sept 2013

Leading PAM Conferences 2013

Principles & Practice of Planning, Assessment & Moderation

AHDS

May 2013 Pam Nesbitt President, AHDS 1

Pam Nesbitt, PresidentAHDS


Learning IntentionsYou should have a better understanding of:Planning, assessment & moderation principles,

policy, practice and the role of assessment in CfE

different components of planning, assessment & moderation mechanisms to support assessment

where assessment fits – NAR Flowchart/PAM Cycle

Cooperative/Active Learning

PlanningAssessment and Moderation

Enhanced learning &

teaching

Shared understanding

& effective assessment for

learning

Consistent and creative planning and

tracking

Delivery of CfE7 Principles of

Curriculum Design

May 2013 3Pam Nesbitt President, AHDS

How do we describe CfE? Collaborative learning and working, within and across

sectors (pupils & staff) Relevant Opportunities for transfer of learning and personal

achievement Assessment planned for and supporting learning Learning to learn Use of technology Design of Physical environment Learning methodologies Pedagogy


PAM Cycle


Planning & AssessmentWhat do I want pupils to learn? – Es & OsWhat will I assess and criteria for

assessment?What are the assessment implications?Learning intentions and success criteria?Shared expectations?Appropriate planned learning activities? – 7

principles of curriculum designWhat resource(s) will I use?Which teaching styles will I used?How successful was the learning experience? How do I know?


Responsive Planning & Pupil Involvement

ReflectReviewRespond

Need to have professional dialogue and discussion and know where the children have come from and where they are going

Pupil involvement at every stage of the process is crucial and should be evident


What do we talk about?Learning Approaches – the medium doesn’t matter

Inter-disciplinary learningCooperative learningRich tasksLiteracy & NumeracyCross curricularCritical skillsAifL

How children learn?What do we need to achieve?What is our shared understanding of standard?

Moderation & assessment must be planned


Planning for learning, teaching & assessment

Reflective questions How do you currently consider/use the following in planning for learning, teaching & assessment?The prior learning / experiences of learners?

The Experiences & OutcomesThe Principles & Practice papers


The NAR FlowchartDiagram of the process of planning for

learning, teaching and assessment

Demonstrates the process outlined in BtC5

Provides a model for planning and evaluating planned learning

Process followed by those creating NAR exemplars




The NAR FlowchartReflective questionsHow have your approaches to assessment

developed with CfE?

How do you currently provide feedback to pupils on their progress in learning? Is feedback directly related to success criteria?


Shared expectations are discussed and

agreed.Learning intentions & Success criteria

demonstrate evidence

requirements

Teachers discuss with others

within school, cluster, authority.Develops shared understanding of

standards.

Teachers make an informed

professional judgement about the evidence

gathered.

Teachers feed back this

information to pupils giving clear guidance on next

steps.

This informs the progress of

the learner journey and

informs future planning.

LEARNER

Principles of Moderation

Teachers use evidence from self assessment, peer assessment and

teacher led assessment.


Making Judgements


Moderation & Shared Standards & Expectations

Must happen firstModeration often seen as an end on exerciseImportant that moderation is not a one off

event and is constantly reviewedUse of NAR & TACLAN as professional

development toolProcedures to facilitate the process that are

meaningful and manageable!!


Thoughts on ModerationWork through planning first leave as little

as possible to the “post mortem”Work from evidence and practice“What does a good one look like?”Link to CPDClass level, school level, cluster level,

authority level and National levelSharing standards and expectationsChallenging professional dialogue & debate


Assessment – key messageThis is not new!There is no silver bullet/holy grailWe have the answersOne size does not fit allProfessional dialogue and judgement are

crucialTime is crucialAssessment does not sit in isolation


Whole Curriculum


BtC5 key points:1. Learner engagement in assessment is crucial.2. Teachers need to use many approaches to

assessment.3. Assessment should focus on breadth, challenge and

application.4. Evidence of learners’ progress can be gathered

across the four contexts for learning.5. Professional dialogue is central to agreeing

standards.6. Assessments should be reliable, valid and

proportionate.7. Curriculum for Excellence principles

should underpin reporting.8. Assessment needs to be quality

assured.

Principles of assessment in BtC5


Purpose of Assessment

•To support the learning and the learner and help plan the next steps to ensure progress.

•To provide assurances to parents, the children and others that progress is taking place.

•To provide a summary of what learners have achieved.

•To support transitions at all levels


BtC5: A Framework for Assessment

LEARNER

Informing self- evaluation for improvement

Reporting on progress and achievement

How we assess

Principles of assessment

What we assess

When we assess

Ensuring quality and confidence in assessment

Reflecting the values and

principles of CfE


Starter QuestionsWhat do we assess?Why do we assess?When do we assess?How do we assess?Are planning for engaging assessment that supports learning?


Assessment – The Big PicturePrinciples of assessment in CfEWhat do we assess?

Why do we assess?

When do we assess?

-Knowledge and understanding-Skills-Attributes and capabilities

- To support the learning process

- To promote learner engagement

- To determine the nature of the support required

- Routinely, as part of the learning and teaching process

- From time to time

- At transitions


Assessment – The Big Picture


video clipsaudio clipsdiariesreportsPowerPoint

presentationsnotesPostersShow-me boards

observationsphotographsdrawingsmodelschecklistshighlightingcartoonsstoryboardswritten test


say write make do

What do progress and achievement in CfE look like?

For learners to demonstrate that their progress is secure, they will need opportunities for: breadth of learning challenge within learning applying learning in new and unfamiliar

situations(Assessment for Curriculum for Excellence: Strategic Vision, Key Principles

September 2009: page 2-3)


Key features of assessment in CfE - ProgressBreadth

• achieving across many outcomes but also…..

• being able to make connections between them

Challenge

• depth and sophistication of understanding requires learners to be able to show more than the acquisition of knowledge

Application • equipping learners to apply knowledge and skills in familiar and unfamiliar contexts, including beyond the classroom

Assessment – The Big Picture


Assessment Wheel


Assessment ComponentsModerationEvidence – Formative/SummativeTeacher’s judgementsBaseline AssessmentProfiling & the Profile P7/S3ReportingNARCfE Planning, Tracking, CoverageImportance of BTC4 & Skills development


Blooms Triangle

producing material is the same as creating remembering offers no challenge thinking skills have to be taught sequentially learners should be using higher order thinking skills only

eating

Evaluating

Applying

Understanding

RememberingRemembering

Understanding

Applying

Analysing

Evaluating

Creating

Common Misconceptions

Planning & Assessment Process What we’re going to learn (Curriculum)

Es & Os

How will we learn (Learning & Teaching) Learning & Teaching approaches Principles & Practice (papers in CfE folder) Breadth, Challenge & Application (BCA)

How will we be assessed (Assessment) Range of assessment approaches Learning Intentions & Success Criteria Say, Write, Make, Do


Assessment ProcessEs & OsLearning IntentionsSuccess Criteria

Used to focus observations Used to evaluate the learning & structure feedback Used to inform self & peer assessment In pupil language appropriate to age & stage

Learning ExperienceEvidence that supports learning


RME3-01a

RME 3-01b

RMEChristianityBeliefs

Literacy Across LearningReading

RMEDevelopment of Beliefs and Values

SKILL CONTENT

Having reflected upon Christian sources, I can explain some beliefs about God, Jesus, the human condition and the natural world, and how these beliefs lead to actions for Christians.

RME 3-01a

Reflection Beliefs about God and JesusHow beliefs lead to action for Christians

SKILL CONTENT

Using what I know about the features of different types of text, I can find, select, sort, summarise, link and use information from different sources.

LIT 3-14a

Reflection

Investigating

Personal Reflection

Developing Awareness

Beliefs about God and JesusHow beliefs lead to action for Christians

How beliefs lead to action for myself as an individual

Using different kinds of texts

Finding and selecting appropriate information

SKILL CONTENT

PRACTICE

Reflection

Investigating

Personal Reflection

Developing Awareness

Using different kinds of texts

Finding and selecting appropriate information

Beliefs about God and JesusHow beliefs lead to action for Christians

How beliefs lead to action for myself as an individual

- actively encourage children and young people to participate in service to others

- develop, through knowledge and understanding and discussion and active debate, an ability to understand other people’s beliefs

- encourage the development of enquiry and critical thinking skills

- build in time for personal reflection and encourage discussion in depth and debate

- provide opportunities for collaborative and independent learning

Plan Learning, Teaching and Assessment experience(s)Plan Learning, Teaching and Assessment experience(s)

Es & OsPs&Ps


Trusting Teachers’ Judgements

In order to make sound professional judgements staff will need to:

•gather a wide range of evidence of progress and achievement (increase validity)

•share standards through dialogue and discussion (increase reliability)

•reflect on the implications for learning and teaching, reporting and planning for improvement (consider impact on learners and learning)

Assessment & ValueWe value what we assess We assess what we valueNAR – say, write, make & doBreadth, Application & ChallengeWhat is the planned learning?How do I know?


Which means?We need to assess progress in all the

areas we plan to teachWe need to agree standards and then

make evaluations consistentStandards need to be challenging in

nature and in difficultyAssessment needs to be in context-

skills need to be applied, knowledge must be deployed


And………..Make sure that we plan assessment inMake sure that we are clear about

differentiation, evidence of achievement and standards of achievement

Establish mechanisms for moderation and begin to set these up

Strong leadership is crucial to the success of PAM


Grove Cluster – a practical examplePAM Project in IDL for NARBuilding shared understanding Building capacityTime for professional dialogueSustainabilityResources availableHappy to share – why keep re-

inventing the wheelMay 2013 Pam Nesbitt President, AHDS 45


Transforming lives through learning

Education Scotland;Professional Learning Resources to support learning, teaching and assessment

Senior Leadership Team Presentation and Workshop


Aims for the session

Assessment – ‘the big picture’

Building capacity to use and inviting reflection upon two

professional learning resources:

o Taking a Closer look at the National Assessment

Resource, a Professional Learning Resource

o Assessing Progress and Achievement


Key assessment messages from BtC5

Assessment:

1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner• is ongoing, periodic, at times of transition

2. Builds capacity in practitioners to make professional judgements underpinned by professional dialogue• assessment requires a variety of approaches generating a body

of quality evidence• assessment and moderation are integral to each other

3. Is holistic and informative• has many purposes, the most important of which is to support the learner

journey• goes beyond KU alone to include skills, attributes and capabilities


Part 1: Taking a closer look at the National Assessment Resource: a professional learning resource (TACLAN)


Why has TACLAN been developed; what is the purpose of the resource; how can it be used?

Working together to fulfill our roles in terms of assessment; developed in collaboration with AHDS, Education Authorities, Education Scotland staff and practitioners.

Provides an opportunity for staff to reflect on effective practice in learning, teaching and assessment, drawing on the work published on the National Assessment Resource (NAR) with useful links to exemplars.

Materials that enable staff to ‘dip in’ to aspects of the learning, teaching and assessment process where they wish to reflect on their practice.


Structured around the NAR flowchart


Introductory text


A Quality Marked exemplar from NAR


Reflective questions and Action points


How can SLT build capacity in staff to use the resource effectively?

Workshop activity 1 - aims:

To use SLT reflective questions as a vehicle to become familiar

with a specific section of the resource.

To be confident in how to use TACLAN as part of planned

CPD.

To reflect on how you could take this resource forward in

your establishment.


Workshop plan

Professional Dialogue using

SLT reflective questions – 25 minutes

Reporting - 10 minutes

Plenary – 5 minutes


Professional Dialogue – 25 minutes

Identify the chairperson at your table.

Appoint a time-keeper and 2 reporters for each table.

Each table to focus on a different section of the resource.

Work in your group to ‘take a closer look’ at your section and discuss the SLT reflective questions.


Reporting activity - 10 minutes

2 reporters to move to another table and report on:

What are the key points in your section?

What did you reflect upon?

What would you take action on?

Do you have any other observations?



Review and reflect

?


Part 2: Assessing progress and achievement professional learning resource

LiteracyNumeracyTechnologiesSocial Studies


Why have assessing progress and achievement guidance papers been developed?

The resource: Aims to support evolving practice and professional learning and reflection

on assessing progress and achievement in each curriculum area. Builds on the advice and guidance in the Principles and Practice papers;

standards and expectations in the experiences and outcomes; BtC5 and CfE Briefing 2: Assessing progress and achievement.

Provides information on significant aspects of learning in the curriculum area

Provides an outline of what breadth, challenge and application look like in the curriculum area


Who has developed the resource and why is it stamped ‘work in progress’?

Education Scotland is working with practitioners from across sectors 3-15 to draw on a range of emergent practice within and across individual establishments and education authorities.

The resource will be developed based on wider

feedback from practitioners, who have been using it in their varied contexts.

It is phase one of a wider suite of resources which will include annotated exemplification of work which typifies the achievement of a level in a curriculum area, the first set of materials were published on NAR in June more to come…


What is the purpose of this professional learning resource?

The resource supports:•quality assurance and moderation activities in planning for progression •planning learning, teaching and assessment as a holistic process•judgements about the range of evidence required to create a reliable picture of learners' progress and achievement. •holistic judgements about achieving a level.

• It is not intended as an assessment criteria checklist.


How can SLT build capacity in staff to use the resource effectively?

Workshop activity 2 – aims:

To become familiar with specific sections of the literacy, numeracy, technologies and social studies guidance papers.

To use reflective questions to examine practice developed for NAR.

To provide feedback on how you could take this resource forward in your establishment and how you think it could be developed further.


Workshop plan


Reporting - 10 minutes




Appoint a time-keeper and 2 reporters for each table.

Work in your group to examine the NAR exemplar in light of the abbreviated guidance paper and reflective questions.


Reporting activity - 10 minutes

2 reporters to move to another table and report on how useful you found the resource in terms of:

The significant aspects of learning; breadth, challenge and application; the range of assessment evidence and making a holistic judgement for the curriculum area.Were you able to use it to reflect on ‘practice’?How could the resource be further developed?



Review and reflect?


“…the most successful education systems do more than seek to

attain particular standards of competence and to achieve change

through prescription. They invest in developing their teachers as

reflective, accomplished and enquiring professionals who have

the capacity to engage fully with the complexities of education

and to be key actors in shaping and leading educational

change”.

(Teaching Scotland’s Future, 2011, p.4)

www.educationscotland.gov.uk


What Works?

Children understand their learning.

Children support each other’s learning.

Teachers understand children’s learning.

Teachers support each other.

Leadership of schools – distributive leadership.

Schools support each other.

Partnership working.

Role of assessment in supporting change and improvement.


Assessment – key messagesAssessment:

1. Is integral to learning and teaching• involves all stakeholders, most importantly the learner

• is ongoing, periodic, at times of transition

2. Builds capacity in practitioners to make professional judgements underpinned by professional dialogue• assessment requires a variety of approaches generating a body of

quality evidence

• assessment and moderation are integral to each other

3. Is holistic and informative• has many purposes, the most important of which is to support the

learner journey

• goes beyond KU alone to include skills, attributes and capabilities

Moderation as part of learning, teaching and

assessment



Planning A Head

Year Planning:

Based on School Improvement Plans

Es and Os

Assessing progress and achievement

Curriculum areas

Interdisciplinary learning

Wider life of the school

Design principles


A Moderation Model

With a colleague, work through the following process.


Spine

Planning Learning:

Taken from year plan Learning Intentions Success Criteria

Learning and Teaching Pedagogy

Assessment Assessment for learning Evidence


The Feedback Loop

Year Planning

Es and OsAssessing Progress and Achievement

Planning Learning and Teaching

Learning Intentions

Success Criteria

Learning and Teaching

Assessment


The Beating Heart

Can they?

Plan forward together – check back together

Dialogue

CPD


The first time you work through this with colleagues:

Keep it simple

Discuss at all stages

Aspects may seem artificial but it gets you into the process

Issues – beware of ‘ticking boxes’ and watch workload


Adding Limbs


Planned with appropriate peers, e.g. P2-4 for progression

Input from children

Opportunities for breadth, challenge and application

Use Assessing Progress and Achievement

Grouping of experiences and outcomes

across the curriculum areas where relevant

Must be natural – not contrived


Learning Intentions:

Planned with peers

Planned with children and tailored to needs

Child friendly language – do they understand?

Success Criteria:

Planned with peers

Planned with children and agreed with them – language appropriate?

Linked to the quality in Es and Os or Assessing Progress and Achievement

Linked to the 7 design principles

Adding Limbs



Classroom environment

Collaborative work

Skills development

Intellectual Challenge

7 design principles

Ongoing discussion and engagement with children

Input from/role of parents

Adding Limbs


Assessment

Assessment for learning

Peer and self-assessment by children

Link back to: success criteria Es and Os – grouped? Assessing Progress and Achievement/significant aspects of learning

- ‘Can they?’ How much and how well? Evidenced by say, write, make, do.

- Variety of assessment approaches

- Proportionate and manageable – sampling

Adding Limbs


The Feedback Loop

Year Planning

Es and OsAssessing Progress and Achievement


Learning Intentions

Success Criteria


Assessment


The Feedback Loop Continued..

Does the evidence meet the quality required? Share the “feedback loop” with children – agree strengths and next steps Share the “feedback loop” and agree standards with colleagues – valid and reliable? Feedback to and support from parents Profiling undertaken by children from the learning and evidence gathered Display work aligned to success criteria and Es and Os/significant aspects of learning Evidence to be retained – manageable Share with other colleagues – peers, Head Teacher/Depute Head Teacher, authority

– sampling Evidence for reporting – proportionate!


Next Steps

Reflection:

Breadth, challenge and application in future learning from the above experience and evidence of outcomes. Amend/update year plan.

Over the year this gives a building and clear picture of children achieving aspects of work and of their progression related to the year plan (as amended on an ongoing basis).


ProfessionalJudgement

Breadth, ChallengeAnd Application Holistic

Not Tick Box

Supported By Moderation

Pre-requisite To Ensuring Successful Progression

Significant Aspects Of Learning

Body Of Evidence

Range Of Evidence

This is moderation at a more global scale in terms of a young person. It should, at times, involve dialogue with colleagues

Achieving a Level?


Teacher is able to say with confidence “he/she can” and, as necessary,

can say that a level has been achieved.


The Beating Heart

Can they?

Plan forward together – check back together

Dialogue

CPD


The Beating Heart

Thus:

Moderation is integral to learning, teaching and assessment

The learner is central to the process

Moderation quality assures the assessment

Moderation checks the validity and reliability of assessment

Moderation supports profiling and reporting

Moderation is fundamental to the whole process


Finally and Importantly…

Moderation is for EVERY BODY

And the beat goes on….

This is an on-going process. There is a need for moderation with and for children and young

people next year and the year after……


www.educationscotland.gov.uk



National Moderation

Catherine Lawson

Development Officer

Assessment, Qualifications, Quality Assurance and Moderation team

[email protected]


National Support for Quality Assurance and Moderation:

Funded workstreams in session 2012 / 13 included:

•Innovation fund•Inter-Authority fund•Assessment Across Larger Groups•Additional focus areas (i.e. Gaelic, ASN and Early Years)


Moderation Exemplars on NAR

• SCIS – 2nd level science– involving learners in moderation

• Northern Area Forum – remote moderation (primary and secondary)

• Angus – 1st / 2nd level mathematics – cross sector moderation

• Aberdeenshire Council – modern languages visiting specialists – developing a consistent approach to planning and assessment through moderation

• Stirling and Clackmannanshire – mathematics – early years cluster moderation


National Quality Assurance Group

Moderating the Moderation• Create a quality National Assessment Resource

• Raise standards in learning, teaching and assessment

• Positively impact on the learning experience of our learners through

• Increasing engagement

• Raising attainment and achievement

• Improving outcomes for all

• Build professional judgement and capacity

• Develop a rigorous, robust, credible assessment system


NQAG –what happens?

• Chair and facilitator identified• Participants identified• Projects matched to groups (ensure group members

do not review projects from their own authority)• Each group member is given one project to lead on

(though each member will be familiar with all projects being reviewed)

• Projects are reviewed in relation to set criteria• Overall decisions agreed and feedback / next steps

identified• Publication on National Assessment Resource in

response to NQAG decision


Coming together is a beginning; keeping together is progress; working together is success.

Henry Ford

A final thought……


1. Why should you moderate? What should you moderate? How much should you moderate?

2. What would be the main principles underlying a moderation ‘session’ or meeting? (What should such a meeting look like, feel like and sound like?)

3. You are about to develop moderation in a new context (or with new staff). Identify the steps you are going to take to try to ensure successful implementation?

4. If moderation in your context was ‘highly successful’, what would be its main characteristics?

Managing Moderation – Carousel Activity

Leading Planning, Assessment and Moderation. All slides from Dunblane on 11 Sept 2013

Education

learning learning

pam nesbitt president

president ahds

assessment moderation

learning intentions

moderation assessment

transfer of learning

collaborative learning