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, President
AHDS

Learning Intentions
You 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
Planning
Assessment and
Moderation
Enhanced
learning &
teaching
Shared
understanding
& effective
assessment for
learning
Consistent
and creative
planning and
tracking
Delivery of CfE
7 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
May 2013 Pam Nesbitt President, AHDS
5

Planning & Assessment
What do I want pupils to learn? – Es & Os
What 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 design
What resource(s) will I use?
Which teaching styles will I used?
How successful was the learning experience?
How do I know?
6

Responsive Planning & Pupil
Involvement
Reflect
Review
Respond
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
7

What do we talk about?
Learning Approaches – the medium doesn’t matter
Inter-disciplinary learning
Cooperative learning
Rich tasks
Literacy & Numeracy
Cross curricular
Critical skills
AifL
How children learn?
What do we need to achieve?
What is our shared understanding of standard?
Moderation & assessment must be planned
8

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 & Outcomes
The Principles & Practice papers

The NAR Flowchart
Diagram 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 Flowchart
Reflective questions
How 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 first
Moderation often seen as an end on exercise
Important that moderation is not a one off event and
is constantly reviewed
Use of NAR & TACLAN as professional development
tool
Procedures to facilitate the process that are
meaningful and manageable!!
16

Thoughts on Moderation
Work 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 CPD
Class level, school level, cluster level, authority
level and National level
Sharing standards and expectations
Challenging professional dialogue & debate

Assessment – key message
This is not new!
There is no silver bullet/holy grail
We have the answers
One size does not fit all
Professional dialogue and judgement are crucial
Time is crucial
Assessment 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 Questions
What 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 Picture
Principles of assessment in CfE
What 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

video clips
audio clips
diaries
reports
PowerPoint
presentations
notes
Posters
Show-me boards
observations
photographs
drawings
models
checklists
highlighting
cartoons
storyboards
written 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 - Progress
Breadth
• 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 Wheel

Assessment Components
Moderation
Evidence – Formative/Summative
Teacher’s judgements
Baseline Assessment
Profiling & the Profile P7/S3
Reporting
NAR
CfE Planning, Tracking, Coverage
Importance of BTC4 & Skills development

 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
Remembering
Remembering
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 Process
Es & Os
Learning Intentions
Success 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 Experience
Evidence that supports learning

RME3-
01a
RME 3-
01b
RME
Christianity
Beliefs
Literacy Across Learning
Reading
RME
Development 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 Jesus
How 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 Jesus
Christians
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 Jesus
Christians
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
Plan Learning, Teaching
and Assessment
Es &Os
Ps&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 & Value
We value what we assess
We assess what we value
NAR – say, write, make & do
Breadth, Application & Challenge
What is the planned learning?
How do I know?

Which means?
We need to assess progress in all the areas we
plan to teach
We need to agree standards and then make
evaluations consistent
Standards need to be challenging in nature
and in difficulty
Assessment needs to be in context- skills need
to be applied, knowledge must be deployed

And………..
Make sure that we plan assessment in
Make 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
example
PAM Project in IDL for NAR
Building shared understanding
Building capacity
Time for professional dialogue
Sustainability
Resources available
Happy to share – why keep re-inventing
the wheel

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
1. 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
1. 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?

Plenary – 5 minutes
 Review and reflect
?

Part 2: Assessing progress and
achievement professional learning resource
Literacy
Numeracy
Technologies
Social 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
 Professional Dialogue – 25 minutes
 Reporting - 10 minutes
 Plenary – 5 minutes

Professional Dialogue – 25 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?

Plenary – 5 minutes
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)

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 messages
Assessment:
1. Is integral to learning and teaching
• involves all stakeholders, most importantly the learner
• is ongoing, periodic, at times of transition
1. 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
1. 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 Os
Assessing Progress and Achievement
Planning Learning and Teaching
Learning Intentions
Success Criteria
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
Planning Learning and Teaching
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 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).

Professional
Judgement
Breadth, Challenge
And 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
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
Catherine.Lawson@educationscotland.g
ov.uk

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

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

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