Moderation of Teacher Assessment
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Education Scotland is:
the Scottish Government’s national
development and improvement agency
for education. It is charged with
providing support and challenge to the
education system, from the early years to
adult learning, in furtherance of the
government’s policy objectives.
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Aim: provide insight to the Scottish Context
of Quality Assurance and Moderation
Overview of the Scottish Context – Curriculum for Excellence CfE
Detail of Assessment and Quality Assurance & Moderation within CfE:
• Key messages
• National Assessment Resource NAR
• The Moderation Process
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The Scottish Context
Curriculum for Excellence
Curriculum for Excellence aims to achieve a transformation in
education by providing a coherent, more flexible and enriched
curriculum 3 to 18. Framed in Experiences and Outcomes
within the Broad General Education and a Senior Phase
offering qualifications.
Key aspects include:
The four capacities; de-cluttering the curriculum; enhanced
professionalism through a broad framework.
Overall aims: raised achievement & attainment, close the gap.
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Curriculum for Excellence
The 3-18 curriculum aims to ensure that all children and young people
in Scotland develop the attributes, knowledge and skills they will need
to flourish in life, learning and work and will allow learners to
demonstrate four key capacities – to be
successful learners,
confident individuals,
responsible citizens and
effective contributors.
.
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Experiences and Outcomes
The experiences and outcomes
are set out in lines of development
which describe progress in learning
from Early through to Fourth Level.
The senior phase is when the
young person will build up a
portfolio of qualifications.
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Policy - Advice and Guidance
Building the Curriculum series
The Building the Curriculum series provides advice, guidance and
policy for different aspects of Curriculum for Excellence.
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Assessment and Quality Assurance &
Moderation within CfE
Building the Curriculum 5:
a framework for assessment
The priorities in 'Building the Curriculum 5'
are grouped around eight key areas.
The key areas provide a summary
of the key ideas and priorities published in
the framework for assessment.
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Assessment – Key Messages
1. Is integral to learning and teaching
- involves all stakeholders, most importantly the learner
- is ongoing, periodic, at times of transition
2. 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
3. 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
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Quality Assurance and Moderation:
The Key Messages:
1. A collaborative process involving all stakeholders
including learners.
2. Means by which we develop a shared understanding – through
professional dialogue.
3. Ensures a rigorous and robust system.
4. Is integral to every stage of: Planning, Learning, Teaching,
Assessing, Feeding back and Evaluating.
5. Provides opportunities for planning for improvement.
6. Should be an on-going, sustainable process by which
will raise standards and expectations.
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BtC5 and ‘Moderation’
‘Moderation is the term used to describe
approaches for arriving at a shared
understanding of standards and expectations for
the broad general education.’
(Building the Curriculum 5: A Framework for
Assessment, p. 36).
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National Assessment Resource: To help practitioners
develop a shared understanding of standards and
expectations and how to apply these consistently.
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What does Moderation Involve?
‘It involves teachers and other professionals as
appropriate working together drawing on
guidance and exemplification and building on
existing standards and expectations’
(Building the Curriculum 5: A Framework for
Assessment, p. 36).
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Quality Assurance and Moderation
Moderation that involves:
NATIONAL
EA
Cluster
Schools
Teachers +
Learner
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• National standards
• Inter-Authority
• with wider range of partners –
CLD, Colleges, parents, etc.
• Across clusters or learning
communities
• Across schools
• Whole school
• Across departments
• With immediate colleagues
• Involving learnersrners
Characteristics of QA and Moderation
Grounded in professional dialogue
Focussed on learner-centred approaches
Professional autonomy within a set of clear responsibilities
Clearly defined roles in maintaining quality and high standards
QA and Moderation manageable and proportionate
Reactive to changing context and responsive to local
circumstance.context
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The Moderation Cycle
Planning for
Assessment
Making
Judgements
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Professional
Dialogue
Evidence of
Assessment
Evidence of assessment
Say
Do
A range of
evidence
Make
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Progress
Write
Application
Approaches
to
Assessment
challenge
Breadth
Secure Learning
End of Term?
End of Session?
Achieving A Level?
Breadth, Challenge
And Application
Range Of Evidence
Significant
Body Of
Evidence
Significant Aspects
Of Learning
Professional
Judgement
Holistic
Not Tick Box
Supported By
Moderation
Pre-requisite To Ensuring
Successful Progression
This is moderation at a more global scale in terms of a young person. It
should, at times, involve dialogue with colleagues
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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.
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Everything in moderation
and
Moderation in everything
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www.educationscotland.gov.uk
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learning