CARMARTHEN and CARMARTHEN and CEREDIGIONCEREDIGION

HEADS OF SCIENCEHEADS OF SCIENCE

ASSESSMENT – ASSESSMENT –

Moderation and Verification Moderation and Verification at KS3at KS3

Aims and ObjectivesAims and Objectives • To develop a clear understanding of cognitive development

linked to level descriptions

• To design appropriate assessment tasks which have clear objectives that can be shared with pupils

• To apply the level descriptions to samples of pupils’ work

• To appreciate the link between formative and summative assessment

Outcomes: Development of subject portfolios which can be used for external moderation purposes

Key messages from National Key messages from National Curriculum Review (2004)Curriculum Review (2004)

• Focus of any new curriculum should be one that developed skills, especially thinking skills

• Assessment should be formative throughout a key stage (AfL)

The balancing act!The balancing act!

formative summative

•measures attainment• end point• assists achievement

• ongoing

•accountability•reporting•setting/grouping•goal is to attain

• outlines next steps• motivates pupils• supportive but challenging• goal is to improve

Problems of using tests for Problems of using tests for summative purposessummative purposes

1. Do not provide information about the full range of educational outcomes and therefore don’t encourage skill development

2. Inhibits the development of formative assessment

3. The data is probably less reliable than it is thought to be and therefore unfair and incorrect decisions can be made about pupils

…………continuedcontinued4. Can reduce the self-esteem of

lower-achieving pupils and reduce some pupils’ motivation to learn

5. Some pupils find tests stressful and they don’t perform as well as they can

6. Restricts teaching methods that allow for a deeper understanding of the work

What ought to be assessed?What ought to be assessed?

• Learning with understanding

and

• Understanding learning

Reconciling formative and Reconciling formative and summative assessmentsummative assessment

If formative assessment is to be used

for summative purposes the information gathered must be reviewed against the level descriptions

End of key stage assessment End of key stage assessment arrangememntsarrangememnts

1. Moderation

2. Verification

3. Accreditation

TimelineTimeline2006

• Piloting of moderation arrangements (spring /summer term)

• Feedback conferences for pilot schools (October)

• Invitation to all schools to take part in 2006/07 pilot

…………....TimelineTimeline2007

• Last set of tests to schools in spring term (no external marking)

• Summer term – pilot schools send sample evidence for external moderation

• Small scale pilot for verification

…………. . TimelineTimeline2007

• Autumn term – remaining schools become part of pilot. Verification pilot continues on a larger scale.

…… …… TimelineTimeline2008

• Remaining schools submit sample evidence for external moderation

• Schools report at AT level

………….. .. TimelineTimeline2009

• Schools implement arrangements for KS2/3 cluster moderation of teacher assessment

• Follow up with schools where there are accreditation issues

KEY STAGE 3 TEACHER ASSESSMENT PILOT OF CORE SUBJECT MODERATION – 2006

Moderator’s comments:

Organisation and presentation of sample evidence: Content and assessment – task setting : Content and assessment – understanding and application of level descriptions :

Profile of sample evidence: W 1 2 3 4 5 6 7 8 EP AT1 AT2 AT3 Codes used A: Fully agree with school judgement(s) I: Issues: See comments above B: Generally agree with school judgement(s) N: No evidence sent C: Some disagreement with school judgement(s) D: Disagree with school judgement(s)

For Office Use only: Quality assured by Chief / Deputy Chief Moderator Date …………………………

LEA/School Number Name of School

Cognitive developmentCognitive development - -BloomBloom

Bloom - adapted

Note change from nouns to verbs (to reflect active thinking) and change in order

Command words of the Command words of the level descriptionslevel descriptions

• Level 1 : describe, identify, name• Level 2 : group, sort, classify, • Level 3 : explain• Level 4 : use scientific terminology to

describe, group and explain• Level 5 : applies knowledge and

understanding gained from one context to another familiar context

• Level 6 : use of abstract ideas (models)• Level 7 : linking• Level 8 : consider and predict. Application

of quantitative data.