Developing consistency of teacher judgment

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Developing consistency of teacher judgment
Accountability
Assessment
Module 2
Data
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Developing consistency of teacher judgment
Accountability
Assessment
Data
Module 2 Session 1
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Aims
Accountability
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• To explore the principles of consistency of
  teacher judgment
• To reflect critically on the process of making
  judgments by participating in activities which
  support consistent judgments

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In these 3 sessions participants will
Accountability
Assessment
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• Consider the principles of consistency of teacher
  judgment
• Participate in a common language activity
• Explore diverse learner demonstrations
• Collaboratively moderate evidence
• Identify a range of contexts over time
• Reflect on Standards as common points of reference

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Principles
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• 1. A common language for describing learner
  achievement is fundamental to consistency of
  teacher judgment.
• 2. Learners demonstrate knowledge, skills and
  understandings in diverse ways.
• 3. Moderation of work product (performance,
  product, project, paper and pen) provides
  teachers with confirmation of their judgments.
• 4. Consistent judgments are supported by
  assessment in a range of contexts over time.
• 5. The Curriculum Standards provide a common
  point of reference from which we align our
  judgments of learners achievements.

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Common language
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• A common language for describing learner
  achievement is fundamental to consistency of
  teacher judgment.

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Activity 1 Common language - Part A
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• Purpose To collaboratively develop a common
  understanding and interpretation of an Outcome.
• Activity In groups select an Outcome and discuss
  your interpretation of it. Use the Key Ideas,
  examples of evidence, Essential Learnings, Equity
  Cross-curriculum Perspectives and Enterprise and
  Vocational Education to add clarity to your
  discussions. Using your knowledge of the
  learners within your site, document agreed and
  locally meaningful examples of evidence for the
  Outcome. Ensure that the Essential Learnings,
  Equity Cross-curriculum Perspectives and
  Enterprise and Vocational Education that are
  meaningful within the context, are explicitly
  described.

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• Learning Area Society and EnvironmentStrand
  Time, continuity and change

Accountability
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• Scope Key Ideas
• Students investigate earlier times to gain a
  general understanding of Australias history and
  diverse heritage in the context of significant
  world events. Id ? In ? KC1
• Students use time-lines, calendars and diagrams
  to illustrate and sequence events and processes,
  genealogies and kinship systems. T ? C ? KC3 ?
  KC5
• Students recognise the importance of collecting
  and evaluating information and source material as
  evidence, consider other points of view, and
  arrive at justifiable conclusions. T ? C ? KC1

Standard 2 Outcomes 2.1 Examines information
from a range of sources about people in different
periods of time and places in Australia, and
interprets them in relation to historical events.
In ? KC1 2.2 Describes and records ages and
sequences using time-lines, calendars and
flow-charts to present historical information. T
? C ? KC2 ? KC5 2.3 Analyses aspects of peoples
lives and heritages in relation to broader social
issues and events, and imagines future
possibilities. F ? Id ? T ? C ? KC1
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Activity 1 Common language - Part B
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• Activity In the same groups, identify the
  Outcome in the Curriculum Standard before or
  after your selected Outcome (eg see next slide -
  Outcomes 1.1, 2.1, 3.1) and repeat the task.
• Describe the differences between the Outcomes at
  the Standard before or after your selected
  Outcome. Does this clarify your groups
  understanding of the Outcome?

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Learning Area Society and EnvironmentStrand
Time, continuity and change
Accountability
Assessment
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Standard 1 Outcome 1.1 Identifies differences
between their life and the lives of other
generations in their society and explains some
reasons for this. IdInCKC1
Standard 2 Outcome 2.1 Examines information from
a range of sources about people in different
periods of time and places in Australia, and
interprets them in relation to historical events.
InKC1
Standard 3 Outcome 3.1 Identifies and explains
sequences of change that have occurred in
Australia over time, and recognises various
perspectives on events. FTCKC1KC2KC3
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Diverse demonstrations
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• Learners demonstrate knowledge, skills and
  understanding in diverse ways.

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Activity 2 Diverse learner demonstration
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• Purpose To discuss and describe how Outcomes can
  be demonstrated in diverse ways and consider how
  the mode of demonstration (product, performance,
  project, paper and pen) may advantage some
  learners.

1. In groups select a Key Idea, an Outcome and
some examples of evidence. 2. Identify other
possible ways that learners could demonstrate
this Outcome (focus particularly on different
modes, eg products, performances, paper and
pen). 3. Consider the learners that could be
advantaged by opportunities to demonstrate
learning in diverse ways.
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Developing consistency of teacher judgment
Accountability
Assessment
Data
Module 2 Session 2
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Moderation
Accountability
Assessment
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• Moderation of work product (performance, product,
  project, paper and pen) provides teachers with
  confirmation of their judgments.

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Accountability
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• Moderation enables teachers to
• Be sure, make sure and assure others

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We do not see things as they are.We see them as
we are.
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(The Talmud)
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Activity 3Moderation
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• Purpose Using a set process, moderate a
  selection of evidence to reach agreement on the
  Outcomes demonstrated.

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Moderation protocols
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• Learners work product
• stay focused on what is evident within the work
  product
• maintain an open and investigative state of mind
• acknowledge distracters (ie legibility, content,
  incomplete work) but dont allow them to take
  over the conversation
• look for what is there, not what is not (the
  glass is half full, not half empty)
• Collaboration with colleagues
• listen openly and respectfully and expect to be
  listened to similarly
• explore perspectives that differ from your own
  and learn from them
• be supportive when listening to colleagues
  comments
• raise questions, not for the purpose of locating
  definitive answers, but for broadening the
  boundaries of our understandings
• Critical reflection
• Why do I notice the things that I notice within
  student work product?
• What does this say about what I value?
• What can I learn from and what can I offer my
  colleagues about noticing and valuing other
  elements of learner demonstrations of learning?
• How does the construction of learning shape the
  demonstration of learning?
• How can I use this knowledge to advantage
  learners in my class?
• What can I learn about learners through
  collaborative moderation?

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Moderation process
Accountability
Assessment
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• 1. Read the moderation protocols. (2 minutes)
• 2. Independently read, observe or view the
  selection of evidence. Make notes about what you
  can see in the work product. At this stage do
  not make judgments about the quality or seek
  further information about the context or learner.
  (5-10 minutes)
• 3. As a group, briefly share your comments about
  the selection of evidence.
• (5 minutes)
• 4. As a group, consider the questions that the
  selection of evidence raises for you. The
  presenting educator should make notes about these
  questions, but at this stage not respond to them.
  (5 minutes)
• 5. The presenting educator uses the questions
  raised to briefly describe the learner and
  context. (5 minutes)
• 6. Relate your observations about the learners
  demonstrations to the outcomes within the
  Curriculum Standards using the SACSA wall charts
  (and if needed the detailed band information).
  (10 minutes)
• 7. From your discussion, list 3 recommendations
  or directions for teaching and learning. (5
  minutes)

• Is there sufficient evidence to make a judgment
  about the Outcome?
• Does the selection of evidence demonstrate
  achievement of the Outcome?
• What further evidence is required to demonstrate
  the Outcome?

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Developing consistency of teacher judgment
Accountability
Assessment
Module 2 Session 3
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Range of contexts over time
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• Consistent judgments are supported by assessment
  in a range of contexts over time.

Activity 4 - Individually or in pairs respond to
the following questions 1. What does in a
range of contexts over time mean? 2. How do you
currently provide learners with the
opportunity to demonstrate achievement in a
range of contexts over time? 3. Note some
new ways that you could provide learners with
opportunities to demonstrate achievement.
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Accountability
Assessment
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• In the foreword to Evaluating Literacy A
  Perspective for Change (1991)
• Garth Boomer wrote
• Australian teachers for literacy must fight to
  retain both their preeminence and their rights as
  the best judges of how well their students are
  doing. Any schemes that are devised for national
  reporting on literacy achievements must be
  grounded in and informed by the rich judgments of
  the teachers who see children at work every day.
• (Anthony, Johnson, Mickelson Preece, 1991, p.v1)

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Point of reference
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• The Curriculum Standards provide a common point
  of reference from which we align our judgments of
  learners achievements.
• Activity 5 - Group discussion
• The Curriculum Standards are described as a
  common point of reference. What does this mean
  for our work?

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Future directions
Accountability
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• As a staff, what processes, structures and
  activities will we use to ensure consistency of
  teacher judgment?