Supporting Internal
Standardisation and Moderation
Welcome
Learning Outcomes of this Session are to raise
awareness of:
a. the use of the Levels of Progression to support
teaching and learning;
b. the need to plan for assessment opportunities;
c. the importance of Internal Standardisation
including the use of CCEA Assessment Tasks.
The Assessment Process
External
Moderation
Internal
Standardisation
The use and
application of the
Levels of
Progression as a
whole school
process to set the
standard.
Summative
Judgement
Whole school,
learning,
teaching and
assessment
Formative
Assessment
CCEA Tasks
+
Activities
Supporting Internal Standardisation and
Moderation: The Format for today.
 An example of how one school planned to assess.
 Activity 1: Use the LoP for Reading and Writing to set
the standard.
 An example of Internal Standardisation including use
of CCEA Tasks.
 Requirements for External Moderation.
 Activity 2: Preparation of an element of a school
portfolio.
 Making a Summative Judgement.
 Timetable
 Support and Resources.
Planning to Assess
Whole school,
learning,
teaching and
assessment
Formative
Assessment
 Assessment is integral to the teaching and
learning process.
 How can you plan to assess?
An example of how to plan to
assess:
Reflection:
Reflection:
 What topics lend
themselves to
assessment
opportunities?
 How can I plan to build in
assessment opportunities
in Communication each
term?
 How can I record these
assessments in a
manageable way?
http://www.nicurriculum.org.uk/key_stages_1_and_2/assess
ment/assessing_cross-curricular_skills/resources.asp
Setting the Standard for Internal
Standardisation
Activity 1:Examine the Levels of Progression
for Communication to set the standard.
a. Levels of Progression for Reading in context of
Character Studies through the levels.
b. Levels of Progression for Writing in context of
procedural writing through the levels.
Levels of Progression
Summary for Reading
Standard Setting Reading:
Character Study
1. She recounted the abseiling
incident.
2. The pupil read aloud to her
group.
3. The pupil selected
information such as
‘Biscuits is fat’. The pupil
used alphabetical order
when using a thesaurus.
4. The pupil knew the novel
was a fictional story.
5. The pupil discussed with
her group why the character
was greedy. She expressed
her opinion about Biscuits
when she said’ and brave
when he went abseiling.’
Standard Setting Reading:
Character Study
Activity 1:
Using the LoP for Reading and the Ready
Reckoner, sort the three character studies into
levels.
Identify examples of the requirements within
each piece of work to support your decision.
Levels of Progression
Summary for Writing
Standard Setting Writing:
Procedural Writing
 Standard Setting Writing: Procedural Writing
1. He talked with the
teacher about what he
was going to write.
Pictures to help were on
the interactive
whiteboard.
The pupil was asked to
check that he had
included ‘bossy words’.
Writing prompts were
provided by the teacher.
Standard Setting Writing:
Procedural Writing
 Standard Setting Writing: Procedural Writing
2.
He recalled how he had
built a snowman. He used
simple ‘bossy verbs’ such as
‘get’ and ‘set’.
The pupil has organised his
writing appropriate to the form.
Words such as first, then and
next were given to help with the
structure. The pupil has
shown elements of level 3 in
using supporting detail.
Standard Setting Writing:
Procedural Writing
 Standard Setting Writing: Procedural Writing
3. Pictures on the IWB
supported the pupil
in using the given
form.
Standard Setting Writing:
Procedural Writing
 Standard Setting Writing: Procedural Writing
4. Full stops and
capital letters
throughout the
piece. All familiar
and common
words correctly.
‘Skarf’ has been
spelt recognisably.
Handwriting is
easily read.
Standard Setting Writing:
Procedural Writing
Activity 1:
Using the LoP for Writing and the Ready
Reckoner, sort the three pieces of procedural
writing into levels.
Identify examples of the requirements within
each piece of work to support your decision.
Internal Standardisation
 Using the Levels of Progression for
Communication as the standard
measure.
 Teachers in your own school coming
together to agree standards.
 Common agreement on the standard.
 Building CCEA Assessment Tasks
into your Internal Standardisation.
CCEA Tasks and Exemplification:
Where to find them
CCEA Tasks and
Exemplification:
Where to find them
Support: What’s new…






25 new pieces of Communication with
commentaries. These include:
Level 5 Exemplar portfolio (6 pieces)
Five new CCEA Reading Tasks (4 of these are
text based)
Biographical Writing – Levels 3 to Level 5
Procedural Writing – Levels 2 to Level 5
Character Studies – levels 2 to Level 5
Additional Exemplar material e.g. Running
Wild (Level 4 Reading Book Review), Questions
for Mr Tom, (Level 4 Reading) etc.
CCEA Tasks: What’s New
 There are 5 new
Reading Tasks
across a range of
levels.
 http://www.nicurriculu
m.org.uk/TSPC/the_t
hink_pack/storybooks
/wise_up_and_think.a
sp
Purpose and Use of CCEA Tasks
CCEA Tasks:
 support teacher assessment judgements;
 are one element of on-going teacher assessment and
are not to be done as tests;
 as well as other classroom assessment activities, may
assist with Internal Standardisation and will also support
your judgements about your pupils;
 tasks may be used across Key Stages 1 and 2;
 provide pupils with an opportunity to demonstrate
individual competences in the Cross-Curricular Skill
being assessed.
External Moderation School
Portfolio: Step 1
Communication
 Each level will have 6 samples of work.
3 samples in Reading
3 samples in Writing
Schools may include up to three
CCEA Tasks per level (one reading,
one writing and one other)
School Portfolio: Step 1
Activity 2:
 Using the Levels of Progression
select 6 pieces of work suitable
for inclusion within a school portfolio at
Level 3.
Summative Judgement by 15 May
Summative
Judgement
(End of Key Stage)
 All three modes in Communication are assessed
 Pupils should demonstrate competence:
a. in most of the criteria at that level;
b. across the breadth of requirements;
c. in a range of contexts.
Timeframe for Step 1
By 12th
19th
February
By 30th
April
15th
May
• Step 1 – A SCHOOL PORTFOLIO to
represent the range of levels to be
reported in 2015.
• CCEA will provide feedback to schools.
• All schools forward end of Key Stage
pupil level data to CCEA using an EDI
file.
Step 2: Support
 Only for those schools whose portfolios have not
been verified in Step 1.
 Will be supportive feedback.
Assessment Checklist
1.
2.
3.
4.
5.
6.
Plan to use a range of Assessment Activities within your planning.
Aim to use CCEA Tasks which link to your planning.
Plan activities which reflect the Levels of Progression.
Involve all teachers in the planning of assessment opportunities.
Carry out Internal Standardisation as part of your practice.
Collate 6 pieces of work for each level you intend to report in May. A school portfolio
should contain for each reported level:
3 Reading
3 Writing
Schools may include up to three CCEA Tasks per level
(one reading, one writing and one other)
7. Use the CCEA coversheets to record task details and reasons why a level has been
awarded.
8. Include the Declaration of Internal Standardisation (EMA1) form in your submission.
Resources
Support
Queries:
keystagequeries@ccea.org.uk
Janice MacArthur 028 90261200
Ext. 2631
Useful links:
Assessment in Practice
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_in_practice_commu
nication/index.asp
Exemplification Library
CCEA Task and Exemplification Library - School Portfolio
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_task
exemplification/index.asp
Assessing the Cross-Curricular Skills -Talking and Listening Exemplification
http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_cross-curricular
skills/communication/applying the levels talking and listening/index.asp
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