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Developing consistency of teacher judgment

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Module 2
Developing consistency of
teacher judgment
Module 2: Session 1
Developing consistency of
teacher judgment
Aims:
п‚Ё To explore the principles of
consistency of teacher judgment
п‚Ё To reflect critically on the process of
making judgments by participating in
activities which support consistent
judgments
In these 3 sessions
participants will:
п‚Ё Consider the principles of consistency of
teacher judgment
п‚Ё Participate in a common language activity
п‚Ё Explore diverse learner demonstrations
п‚Ё Collaboratively moderate evidence
п‚Ё Identify a range of contexts over time
п‚Ё Reflect on Standards as common points of
reference
Principles
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.
Common language
A common language for describing
learner achievement is fundamental to
consistency of teacher judgment.
Activity 1
Common language - Part A
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 Crosscurriculum 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 Crosscurriculum Perspectives and Enterprise and
Vocational Education that are meaningful within
the context, are explicitly described.
Learning Area: Society and Environment
Strand: Time, continuity and change
Scope Key Ideas:
Standard 2 Outcomes:
п‚· Students investigate earlier times
to gain a general understanding of
Australia’s history and diverse
heritage in the context of
significant world events. Id п‚· In п‚·
KC1
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 п‚· KC1
п‚· Students use time-lines, calendars
and diagrams to illustrate and
sequence events and processes,
genealogies and kinship systems.
T п‚· C п‚· KC3 п‚· KC5
2.2 Describes and records ages and
sequences using time-lines,
calendars and flow-charts to
present historical information.
T п‚· C п‚· KC2 п‚· KC5
п‚· 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 п‚· C п‚·
KC1
2.3 Analyses aspects of people’s
lives and heritages in relation to
broader social issues and
events, and imagines future
possibilities.
F п‚· Id п‚· T п‚· C п‚· KC1
Activity 1
Common language - Part B
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 group’s understanding of
the Outcome?
Learning Area: Society and Environment
Strand: Time, continuity and change
Standard 1
Outcome
Standard 2
Outcome
Standard 3
Outcome
1.1 Identifies
differences
between their
life and the lives
of other
generations in
their society and
explains some
reasons for this.
Id•In•C•KC1
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
3.1 Identifies and
explains
sequences of
change that have
occurred in
Australia over
time, and
recognises various
perspectives on
events.
F·T•C•KC1•KC2•K
C3
Diverse demonstrations
Learners demonstrate knowledge, skills
and understanding in diverse ways.
Activity 2:
Diverse learner demonstration
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.
Module 2: Session 2
Developing consistency of
teacher judgment
Moderation
Moderation of work product
(performance, product, project, paper
and pen) provides teachers with
confirmation of their judgments.
Moderation enables teachers to:
“Be sure, make sure and assure others”
be confident
in their ability
to make
judgments
be convinced
that the
evidence is
compelling
be accountable
to learners and
their families
We do not see things as they are.
We see them as we are.
(The Talmud)
YOUR HOME AS SEEN BY
YOU
YOUR BUYER
YOUR LENDER
YOUR APPRAISER
YOUR TAX ASSESSOR
Activity 3:
Moderation
Purpose: Using a set process, moderate
a selection of evidence to
reach agreement on the
Outcomes demonstrated.
Moderation protocols
Learners’ work product
п‚Ё stay focused on what is evident within the work product
п‚Ё maintain an open and investigative state of mind
 acknowledge distracters (ie legibility, content, incomplete work) but don’t allow
them to take over the conversation
п‚Ё look for what is there, not what is not (the glass is half full, not half empty)
Collaboration with colleagues
п‚Ё listen openly and respectfully and expect to be listened to similarly
п‚Ё explore perspectives that differ from your own and learn from them
 be supportive when listening to colleague’s comments
п‚Ё raise questions, not for the purpose of locating definitive answers, but for
broadening the boundaries of our understandings
Critical reflection
п‚Ё Why do I notice the things that I notice within student work product?
п‚Ё What does this say about what I value?
п‚Ё What can I learn from and what can I offer my colleagues about noticing and
valuing other elements of learner demonstrations of learning?
п‚Ё How does the construction of learning shape the demonstration of learning?
п‚Ё How can I use this knowledge to advantage learners in my class?
п‚Ё What can I learn about learners through collaborative moderation?
Moderation process
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 learner’s demonstrations to the
outcomes within the Curriculum Standards using the SACSA wall charts
(and if needed the detailed band information). (10 minutes)
пЃµ
пЃµ
пЃµ
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?
7. From your discussion, list 3 recommendations or directions for teaching
and learning. (5 minutes)
Module 2: Session 3
Developing consistency of
teacher judgment
Range of contexts over time
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.
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)
Point of reference
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?
Future directions
As a staff, what processes, structures
and activities will we use to ensure
consistency of teacher judgment?
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