Moderation and Validation of Teacher Judgements in School

Aims of the session

• Share models of familiarising teachers with the achievement standards.

• Share and undertake a model for validating an A-E judgements using the Achievement Standards.

• Review protocols and support materials to be use in the moderation process.

Improve monitoring data

Build opportunities for staff collaboration

Develop commonality in beliefs /understanding

Improving validity of student data

Ensure consistent judgements

Impact on the ‘Instructional Core’

Using the Standards for a number of purposes

Staff engaging with samples of student work, undertaking discussions around

and making judgements with the AC Achievement Standards

Familiarisation with the

Achievement Standards

Moderation for Validation

Teachers can explore Achievement Standards without the need to determine a

student achievement level required for reporting (A-E).

Teachers use ACARA/donated samples work samples for English and Mathematics to

assess and determine student proficiency demonstrated against the

achievement standards.

Teachers make judgments about the quality of the work samples and suggestions for task

development.

Confirmation or adjustments made to teacher judgements on student work

outcomes in English modes/Mathematics (both A-E and achievement standard achieved).

Warm and cool feedback provided on task design and possible next steps towards

achievement standard and the information that would be needed to make a sound judgement.

The opportunity to apply feedback/confirmation of judgement from representative samples when assessing the outcomes of other students in a class/future

task design.Deeper teacher understanding, confidence and validity when making judgements with the AC Achievement Standards

Familiarisation with the Standards

Judgements of student achievement at Australian Curriculum Achievement

Standards

Reflections on quality of sample and need for

further information/ideas for task development

Focus on modes as ‘Receptive’ and ‘Productive’ rather than ‘Writing’, ‘reading’ and ‘speaking and listening’ at

this stage. Focus on Understanding and Skills in Mathematics.

Models of processes for familiarisation

All staff to review 3 students samples from across the school (collection of at

least 3 pieces of evidence with supporting details of task summary and level of

support required, but no judgement made at Achievement Standard).

Level of achievement (Year level AS being attained) is revealed and reasons for judgement discussed and clarified

Teachers presented with

envelopes containing a number of

collections of samples (3x 1

student)Samples relate to

AS in Early Years/Primary

Years/Middle Years

A range of separated Achievement standards are

included along with Scope and Sequence for additional detail.Highlight where

elements of an AS have been covered

Use post-it notes to record

improvement s to the task that could be made and areas of AS

unable to determine due to lack of evidence

Early Years

Primary Years

Middle Years

Task 1Jamie – Year 6 studentA discussion over a coffee has led to an opportunity to make a judgement. Where do you think he is? Read the two samples of evidence first, along with the summary of the task and make a judgement of the Achievement Standard he is working within. (3 minutes reading time/ 10 minutes for judgement)

No judgement made, but a rough estimate

made of the range he will be working in

Achievement Standard organised in

Receptive and Productive modes to align with Curriculum

intent

Summary of task and the support received

provided to guide discussion and provide

extra information

Moderation Protocol

Is there sufficient evidence to make a judgment?

Look for what is there, not what is missing. Stay focused on

what is evident within the sample.

Acknowledge distracters like legibility, incomplete work and

content but don’t allow them to take over the conversation.

Beware of confusing achievement with effort, cultural or gender

stereotyping.

Be supportive when listening to a colleague’s comments.

Explore perspectives that differ from your own and learn from

them.

Listen openly.

Don’t let assumptions determine your decision – trust the

contextual information provided.

Raise questions, not for the purpose of locating definitive answers,

but for broadening the boundaries of our understandings.

The Golden Rule

10 minutes, then move on

Process to making an on-balance judgement

Read all samples and

task summaries to be familiar with content(3-4 mins)

Use your professional

judgement to choose an

Achievement Standard you think this child is working in, as a starting

point.

Begin looking at the Achievement Standard, identifying elements the student response

to a task demonstrates and

highlighting when this is evident

Take into consideration the context, that is

how much support did the student need to

complete the task.

If necessary, move up or down a

standard as you challenge your

initial judgement, use Content

Descriptions if more information

is needed

Record an on-balance judgement (across all

modes) for the Achievement Standard the student is working

within.

Are they where they should be?

– if not …go deeper

(4 mins)

• Will any adjustments need to be made to your expectations?

• Did you gain any new understandings of the Achievement Standards or the year level expectations for your students performance in English?

• Did the assessment tasks provide you with enough evidence to make a judgement?

• What further information would you require?

Reflections on the process with your partner

Moderation for validation of an A-E judgement

Teachers bring representative samples for focus area(s) from

three students, each composing of at least 3 pieces of evidence

to support a judgement.

Samples are placed in appropriate Year level boxes/tubs

(Year level of student)

Teachers validate others A-E judgement of student

demonstration against their Year level standard/include possible next steps or

feedback on elements missing which would have allowed a more secure judgement to have been

made/student to achieve standard.

Teaching teams (in pairs) set up to encourage collaboration and to ensure volume of samples are

validated

Pairs select a sample other than their own

When sample is validated twice, placed in completed pile

Meet Thomas, Natasha, Mark and Charlotte

Process to validating an A-E judgement

Read all samples and

task summaries to be familiar with content(3-4 mins)

Using teacher A-E judgement check

samples for evidence of student working at the Achievement Standard for their current Year level

and highlighting where demonstrated,

use content descriptors for

additional information, if

required.

Record an A-E outcome for each

mode for the Achievement Standard related to their current

year level.

Take into consideration the context, that is

how much support did the student need to

complete the task.

Do you agree with A-E judgement based on language used in the

descriptors? Where is the student demonstrating

achievement?

Provide positives/strengths of

taskProvide direction, not

criticism

Focus on the sample, not the student

Suggested next steps and task development

What now?

Building in opportunities for suggested next steps and ideas for task development

Focus on transfer of learning and building opportunities for discussions around curriculum delivery

Informal and ongoing conversations about standards and confirming judgements

I used to think… Now I think…

Now I want…

Reflect…