1. Developing consistency of teacher judgment Module 2

2. Developing consistency of teacher judgment Module 2: Session 1

3. Aims:  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

4. In these 3 sessions participants will:  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

5. 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.

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

7. 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 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.

8. Learning Area: Society and Environment Strand: Time, continuity and change Scope Key Ideas:  Students investigate earlier times to gain a general understanding of Australia’s 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 people’s lives and heritages in relation to broader social issues and events, and imagines future possibilities. F  Id  T  C  KC1

9. 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? Activity 1 Common language - Part B

10. Learning Area: Society and Environment Strand: Time, continuity and change 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. F·TCKC1KC2K C3

11. Diverse demonstrations Learners demonstrate knowledge, skills and understanding in diverse ways.

12. 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.

13. Developing consistency of teacher judgment Module 2: Session 2

14. Moderation Moderation of work product (performance, product, project, paper and pen) provides teachers with confirmation of their judgments.

15. 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

16. We do not see things as they are. We see them as we are. YOUYOUR BUYER YOUR LENDERYOUR APPRAISER YOUR TAX ASSESSOR YOUR HOME AS SEEN BY (The Talmud)

17. Activity 3: Moderation Purpose: Using a set process, moderate a selection of evidence to reach agreement on the Outcomes demonstrated.

18. Moderation protocols 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 don’t 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 colleague’s 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?

19. 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) 7.From your discussion, list 3 recommendations or directions for teaching and learning. (5 minutes) u Is there sufficient evidence to make a judgment about the Outcome? u Does the selection of evidence demonstrate achievement of the Outcome? u What further evidence is required to demonstrate the Outcome?

20. Developing consistency of teacher judgment Module 2: Session 3

21. 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 opportunity to demonstrate achievement in a range of contexts over time? of contexts over time? 3. Note some new ways that you could provide learners with opportunities to demonstrate achievement. with opportunities to demonstrate achievement.

22. 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)

23. 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?

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