Finding The Way - Assessment PLD

 Moderation

Over time, we've got really good at utilising moderation, both within our schools as well as across our Cluster, so that we can trust our judgment.

Back in the day, this was a pyramid...

Observations don't necessarily need to be formal, it can be anecdotal notes, modelling books, etc.

We need to know that our transient kids, who move between schools in our cluster, so that we know we can trust the data.

I'm so pleased to see the words "Learner Centered" again... It's felt like this is what has dropped out of the job. Have we developed Assessment Capability? Are they prepared for what is actually being assessed? If we haven't put in the thought and preparation prior to the assessment that we are doing, then we cannot rely on our data.

This is where we ensure that we have a range of sources to build evidence towards making decisions. Harnessing digital tools to show. evidence of independent tasks students have utilised to demonstrate their ability.

What are we moderating?

These have been updated again in May, so ensure that what you are referring to is the most up-to-date version.

When working with composite classes, this is a great place to base your foundation so that you can chunk them together and cover all aspects.

This is what we're expecting and reporting on. Some of these can have as many as four learning intentions within the bullet point.

These rubrics make it easier and use the same language across levels.

It has the progress markers grouped into chunks, so that it makes it easier and clearer on the aspects they have strengths in and areas they need to further develop. It also helps me to think about whether I have ensured learning experiences that demonstrate each of these chunks.

How are we ensuring that we are documenting verbal feedback? Are we ensuring we are digitally commenting? What are we using? How do we improve it? Is the evidence documented, rather than being inside teachers' heads... while still making it manageable? How are we collecting good evidence?

**This is where blogs and "handing in tasks links really well.

How are we moderating?

Ensuring that, as professionals, we all understand the curriculum. Not only the year we are teaching, but the before and after, so we know where they've come from and the path that they are heading towards. If everybody has this, then we know we can have a shared understanding to ensure the judgments are sound and reliable. 

We are good at this across the cluster in writing, but need to ensure our strength in math and reading. Reading is often in our heads, but we need to be able to show documented evidence.

We should be able to make links between the enablers and extenders that we are purposefully planning for each end of the rubric. We are making robust decisions about WHAT THE CHILD CAN DO NOW? It's not about what we have been taught... It's not about how "bright" the kid is... It's about what the child can do and how do we know they can do it? What does the evidence show?

When does this happen and how often, in our schools?

Where to next?

I've found this really valuable today, particularly knowing that it is Curriculum based but with a Manaiakalani lens (which is often missing!)