Moderating OTJ’s

Senior Learning Community 14Term 4 2010

AIMS• Develop our understanding of the terminology

of OTJ and moderation• Make judgements using evidence• Using the 3 core documents effectively• Draw conclusions about next steps and where

the child is in relation to the RWS and NZC

Outline Professional Readings Definitions of terminology Making a TJ (not OTJ) Moderate for consensus Finding the next steps Reporting the next steps

Professional Readings

Get yourselves into pairsP1 = OTJ Fact Sheet & The first column R, W Standards P13P2 = A hitchhiker's Guide to ValidityP3 = A Hitchhiker’s Guide to ReliabilityRead the readings through and highlight the key points and definitions you find

Definitions of Terminology

Teacher Judgement

ongoingDay to

dayChild SADetermining next steps

Range of approaches

Teacher relefection

Planning programmes

Overall performance in relation to NS

Evidence for best fit

Interactive tools – across

the NZC

Context

Overall Teacher

Judgement

No single source of

infoRange of

appraoches

Up to a specific point

in timeGather through

concersing, observing, gathering

Teacher reviews all evidence in relkation to NSUnderstand

pupose + NCZ content

Be confident

Matching levels to the

students

Interprtaion of outcomes

Support students to understand

assessment

Be able to justify OTJ

Results from standarised

tools

Reliability

Triangulation – observations,

products, learning

conversations

Consostency across time.,

tasks and teachers

Not completely reliable

Range of tasks to increase reliability

moderation

Validity of assessment

Validity

Does the tool measure what it

claims to measure

Inferences and actions –

analysis of data

Interpretaiuons and decsions

made

Teacher comprehension of assessments

Give you a range of

activities to assess the same

thing

Reading demands important

Suitability to genders,

cultures etc

Age and ability appropriate

Importance of not teaching to

the test

Use a variety of testing – not just pen and

paper

Match LIs

Moderation

concensus Comparing work

Using a range of evidence

Justification of decsions

Teacher talk – with teachers and with

students

Sharing the support mechanisms – checlists etc

Shared understadnings

Do we need a policy around moderation?

Timetabling moderation sessions

Accepting and understanding the

differneces in classes/students/schoo

ls

Shared leanguage

Validation of our decisions

Building confidnce for students and

students

Sources of Evidence to Support the Decision Making Process

Observation

Test

Learning Conversat

ions• Tracking books/modelling

books• Classroom behaviour• Peer assessments• PROBE• Student workbooks• Practical tasks• Learning journals

• Confernecing• Group work• Guided sessions• Questions• Explanations – dicussing• Refelctions• GLOSS/PROBE• Snap shots• 3-Way Interview• Goal setting• Formal converstaions • Verbal presentations• Student student• Feedback/feedforward

• asTTle• Pen and paper• Oral• Presentations• PROBE• FiO• Pre tests/tasks• IKAN/GLOSS/Snap shot/

BF/SPPa

TASK 11. In pairs place the exemplars in order2. Read through the assessment piece

on your own3. Choose which level you think it

matches and place it on top of the exemplar

4. Discuss your decision with the group

TASK 2AInquiry using the NZC1. Use your best fit judgment to guide you to the starting

point of your inquiry2. Go to the appropriate level of the NZC3. Highlight in yellow the Aos and Indicators that the

student has achieved4. Highlight the next teaching steps in red5. List what else you need to know on your sheet

TASK 2BInquiry using the LLP1. Highlight in yellow indicators in the LLP

that the student has achieved2. Highlight next steps in red3. List what else you need to know on your

sheet

TASK 2CInquiry using the RWS1. Highlight in yellow indicators in the

LLP that the student has achieved2. Highlight next steps in red3. List what else you need to know on

your sheet

JUDGEMENTS• Make your judgement about where you think

this child best fits in relation to the NZC and RWS

• Share with your partner• Justify your decisions• WHAT ELSE DO WE NEED TO KNOW/USE TO

CONFIRM OUR JUDGEMENT?

WHAT NOW……• We will moderate one or two writing

sample taken from this terms asTTle assessment from each class.

• Once we have a consensus on the marks we will look at them against the NZC, RWS and LLP as with tasks 2A, 2B and 2C

WHERE TO NEXT?Next SLC:• Revisiting the process and moderating

our work samples• Making TJ’s/OTJ’s for the End of Year

Reports• What next, Debbie’s video for using

the assessments