1. 28 June 2011 – Llandudno 29 June 2011 – Cardiff 30 June 2011 - Swansea
Securing teacher assessment at Key Stage 2/3 - Information Meeting for Cluster Contacts
28 June 2011 – Llandudno
29 June 2011 – Cardiff
30 June Swansea

2. The English Team:
Chief Moderator – Elan Davies
Deputy Chief Moderators:
Eileen Jones
and
Helen Bowen

3. ENGLISH: Programme for the session
Welcome to the meeting
Setting a context: cluster moderation as part of ensuring consistency in teacher assessment at KS2 and KS3
Feedback from the pilot:
Summary of the outcomes and key messages
Model for national implementation:
Timeframe and key dates
Requirements for clusters’ sample evidence
Nature of moderators’ feedback
Supporting cluster moderation:
What makes a good learner profile? Examples of good practice and guidance materials

4. Cluster Moderation: Statutory Requirements

5. Standardising at KS2-KS3: ENGLISH (School)
Standardisation involves a process of using samples of the work of the same learner or of different learners to enable teachers to reach agreement on levels of attainment by confirming a shared understanding of the characteristics of a level.
Materials collated for standardisation purposes ... are described as the school, department or cluster standardisation portfolio which is used as a reference source of evidence.

6. Moderating at KS2-KS3: ENGLISH (School and Cluster)
Moderation at the end of a key stage, where a ‘best-fit’ judgement on an individual learner’s level of attainment is made.
This is exemplified through ‘a range of work of an individual learner, a learner profile ... to assist judgements to be made at the end of a key stage, through moderation’.

7. Making ‘best-fit’ judgements:
‘... to recognise progress within a key stage, best-fit judgements could use the features of adjacent level descriptions to indicate whether a learner is working at the lower end, securely within, or at the top end of a broad National Curriculum Outcome/Level. Typically, a learner at the lower end of an Outcome/Level shows mainly characteristics of that Outcome/Level across a range of work, but may still have some characteristics of the previous Outcome/Level in some aspects of the work. A learner securely within the Outcome/Level demonstrates the characteristics of that Outcome/Level across a range of work. A learner at the top end of an Outcome/Level demonstrates clearly characteristics of that Outcome/Level across a range of work with some examples of characteristics of the next Outcome/Level. Special schools and mainstream schools can use such best-fit judgements to share information about individual learners, within and across schools. At the end of a key stage, learners’ attainment must be reported in terms of the most appropriate whole Outcome/Level. All attainment at the lower end, securely within or at the top of an Outcome/Level should be recorded as being at that level.’ [Ref. ‘Making the most of assessment’, page 8]
Alternatively – from page 9 of the SARA 2009/10:
Best-fit level judgements –
The aim is for a rounded judgement that:
Is based on knowledge of how the learner performs across a range of contexts and over a period of time (DCELLS Wording – not mine – my understanding of this is that the evidence comes for ‘a range of contexts and over a period of time’, the judgement is summative as it comes at the end of the key stage!);
takes into account the different strengths and areas for development of that learner’s performance;
is checked against adjacent level descriptions to ensure that the level awarded is the closest match to the learner’s performance in each attainment target.
Also ???
‘In order to arrive at a rounded judgement of a learner’s performance in each attainment target, teachers’ judgements should be based on a range of work drawn from:
practical and oral work
written work completed in class
homework
school-based assessments.’

8. The Moderation Process: Cluster and External Moderation
Learner profile for Cluster Moderation
process
Selected learner profiles for external moderation

9. KS2-3 Moderation Pilot: Feedback
Clusters were asked to submit the following evidence:
four end of key stage learner profiles representing two NC levels - Levels 4 and 5:
- one Level 4 learner profile from KS2 and one from KS3; and
one Level 5 learner profile from KS2 and one from KS3.
External moderation was focused on lower end and top end of level learner profiles.

10. Evidence for English: Pilot Guidance asked that ...
Each learner profile contain evidence for all 3 attainment targets, (Oracy, Reading and Writing) taken from the Programme of Study for English (Skills and Range) to demonstrate the level characteristics of Curriculum 2008.
The following slides cover what clusters were asked to send as evidence and therefore what we hope to see through the moderation process. They also outline the elements that cluster reports will give feedback on.

11. Further pilot guidance:
Oracy evidence can be provided in audio/audio-visual format or as secondary evidence through teacher commentary on the task and learner performance. This evidence should come from normal classroom practice.
In order to demonstrate performance across the Range, reading and writing evidence should include literary and non-literary evidence (see Programme of Study for further guidance).
Where the same evidence is used to demonstrate performance in more than one attainment target, e.g. oral assessment of reading evidence used to support both reading and oracy attainment, commentary should refer to both ATs.
It is important for moderation that relevant resources/stimulus materials and/or frameworks for work in each attainment target are included with the sample. In relation to reading, copies of texts should be included, e.g. copy of a poem, leaflet, extract from prose text etc.

12. Further pilot guidance:
Each learner profile must include teacher/cluster commentary:
To demonstrate the cluster’s understanding of the level descriptions
In summary form for each profile to explain the cluster’s best-fit judgement of lower end of top end of the relevant level.

13. This slide demonstrates how the pilot feedback reflects points from the pilot guidance document. Minor points such as further guidance for Oracy have been amended for the external moderation roll out.
The first column is noted on the previous two slides. The second column is noted on the following slide.

14. PILOT FINDINGS: To build on current best practice at KS2 and KS3 clusters should ensure that ...
they demonstrate evidence of moderating learner profiles rather than standardising individual pieces of work;
learner profiles include evidence for each attainment target. As noted in the guidance and exemplified during the pilot’s information meetings, secondary evidence through teacher commentary for Oracy is appropriate;
learner profiles for school and cluster moderation include a range of evidence for each of the attainment targets. The evidence should sufficiently demonstrate the level characteristics relevant to the learner profile (lower end/top end or securely within);
cluster commentary reflects the level characteristics demonstrated in the learner profile and demonstrates the cluster’s overall best-fit judgement;
task setting reflects the Skills and Range of the 2008 English programme of study e.g. a balance of non-literary and literary evidence for both Reading and Writing and evidence of a range of Oracy tasks. This is essential to ensure that assessment reflects the normal classroom practice relevant to the programme of study including the 2008 level descriptions.*
cluster commentary includes contextual information for each task;
evidence includes resource/stimulus material where relevant.

15. Additional points of reference: Chief Moderator Report
*In some profiles ‘there was an over-reliance, particularly at KS3, for clusters to use past SATs material as evidence for reading. Whilst some had successfully made use of these to reflect more open tasks using the SAT stimulus material, some were still evident of test/examination conditions and therefore could not be considered part of ‘normal classroom practice’. Use of more open and creative activities often within the same profiles were actually a better indicator of learner attainment. This aspect was reported on as part of the previous KS3 external moderation exercise and should have been acted on since then. As expected there were few examples of standardised test results being used as part of the evidence for Reading. Naturally where these arose cluster commentary struggled to make any relevant links between the standard score and characteristics of the level in question.’
Please see CM report for further details.

16. Administration Guidance Document: Please read carefully
Please refer to the Administration Guidance in full.
Key points from the guidance are noted on the following slides.

17. Model for national Implementation: General - Timeframe
2011
June
Regional Information Meetings for primary/secondary cluster contacts:
Welsh First Language, 9.30am – 12.00pm:
20 June – Cardiff: Park Inn Hotel, Llanederyn.
21 June – Swansea: Liberty Stadium.
28 June – Llandudno: Venue Cymru.
Welsh Second Language, 9.30am – 12.00pm or 1.30pm – 4.00pm:
22 June – Cardiff: Park Inn Hotel, Llanederyn.
28 June – Llandudno: Venue Cymru
English, 9.30am – 12.00pm or 1.30pm – 4.00pm:
29 June – Cardiff: Park Inn Hotel, Llanederyn.
30 June – Swansea: Liberty Stadium.
Autumn term
Nominated contact receives administrative pack for sending learner profiles to WJEC
2012
Spring term:
30th March
4th May
Deadline for providing cluster’s evidence to WJEC
Welsh First Language and Welsh Second Language
English
April / May
External moderation of sample evidence
By end of summer term
Clusters’ learner profiles* and moderators’ reports returned to cluster contact. Copies of the reports also sent to the local authority.

18. Model for national Implementation: General - Requirements
During the 2011/12 school year external moderation will focus on securing an agreed and consistent approach in primary and secondary schools to the assessment of oracy, reading and writing.
All clusters are required to participate in 2011/12 by providing learner profiles for two subjects - English and either Welsh First Language or Welsh Second Language. For both subjects clusters will select four learner profiles, Levels 4 and 5 identified from KS2, Year 6 and Levels 4 and 5 from KS3, Year 9.
New for 2011/12 – Clusters will also be asked to provide the moderators with details regarding the moderation process within their cluster.
Copies of the reports will be provided to all schools within the cluster and to the relevant local authority.
Each cluster group’s learner profiles will be moderated by teams of external moderators. The moderators will focus on how the evidence/learner profiles reflect the clusters’ overall best-fit judgements at Levels 4 and 5. The moderators’ reports will be designed to provide clear, constructive comments, particularly on any issues highlighted.

19. Cluster commentary, task information and stimulus/context [1]:
Each learner profile must also include agreed cluster group commentary identifying a level for each attainment target. Taken as a whole, the commentary should clearly direct teachers within the cluster and the external moderators to how the clusters’ agreed best-fit judgement was arrived at. Therefore the cluster should ensure that it also makes appropriate reference to characteristics of adjacent levels shown in the profile as appropriate. These commentaries should be sufficiently detailed to convey the cluster’s understanding of the level descriptions and agreed best-fit judgements.
See exemplar profiles for examples of how pilot clusters demonstrated their cluster commentaries.

20. Cluster commentary, task information and stimulus/context [2]:
Cluster commentary can take a variety of forms including, for example reference to teachers’ original annotations on their learners’ work, bulleted points or other succinct notes.
An optional proforma for cluster commentaries will be provided for each subject, and is available on the WJEC website. Comments that already exist on learners’ work or linked material do not need to be rewritten on the proforma.
It will not be possible to moderate profiles received without cluster commentary or stimulus resource materials.

21. Model for National Implementation: ENGLISH GUIDANCE [1]
Each learner profile must contain sufficient evidence for all 3 attainment targets, (Oracy, Reading and Writing) taken from the Programme of Study for English (Skills and Range) to demonstrate the level characteristics of Curriculum 2008.
Across the 3 Attainment Targets sufficient evidence should be included to:
Create a reliable and useful assessment resource for the cluster; and
Convey fully to the moderators the cluster's understanding of the level requirements

22. Model for National Implementation: ENGLISH GUIDANCE [2]
Considering Sufficient Evidence:
The cluster group should satisfy itself that the evidence (learner’s work, commentary, task information and stimulus/context) is ‘sufficient’ to communicate its shared understanding of national curriculum standards. If this is the case, it should follow that the information will also be sufficient for the external moderators’ check and feedback.

23. Model for national Implementation: ENGLISH GUIDANCE [3]
Oracy evidence can be provided in audio/audio-visual format (see Annex 2) or as secondary evidence through teacher commentary on the task and learner performance. This evidence should come from normal classroom practice and/or ‘out of class’ work undertaken by learners. If audio/audio-visual evidence is included it should be made clear which learner is being assessed and will need to be accompanied by commentary on the task and learner performance, this commentary could be written or audio/audio-visual.

24. Model for national Implementation: ENGLISH GUIDANCE [4]
In order to demonstrate performance across the Range: oracy evidence needs to include speaking and listening individually, in pairs and in groups in order to present, talk and perform for a variety of audiences. Reading and writing evidence should include literary and non-literary evidence (see Programme of Study for further guidance).

25. Model for national Implementation: ENGLISH GUIDANCE
Where the same evidence is used to demonstrate performance in more than one attainment target, e.g. oral assessment of reading evidence used to support both reading and oracy attainment, commentary should refer to both ATs.
It is important for moderation that relevant resources/stimulus materials and/or frameworks for work in each attainment target are included with the sample. In relation to reading, copies of texts should be included, e.g. a copy of a poem, leaflet, extract from prose /text etc.

26. Model for national Implementation: ENGLISH GUIDANCE
Each learner profile must include teacher/cluster commentary and should:
provide relevant background and context/nature
demonstrate the cluster’s understanding of the relevant level descriptions
in summary form for each attainment target (Oracy Reading and Writing) explain the cluster’s best-fit judgement with appropriate references to adjacent levels.

27. Optional Commentary Sheet:
download from

28. Possible Evidence:
Evidence could come from a combination of recorded (visual, audio, audio visual) materials and written/scanned/photocopied evidence.
Pilot exemplification on the CD demonstrates profiles submitted electronically and scanned versions of profiles submitted in hard copy. This should be easier for the cluster to share profiles electronically in this way.

29. Model for national Implementation: ENGLISH

30. Cluster Moderation Process:
All cluster schools should play an active part in deciding on best-fit by:
identifying learner profiles for the cluster group to use as a source of evidence.
attending cluster group meetings to moderate selected learner profiles
agreeing the moderated outcomes and adopting the cluster’s moderated learner profiles as benchmarks within their individual schools.
applying these benchmarks to future teacher assessment and in particular to end of KS2/3 teacher assessment.

31. Supporting cluster moderation: Process
download from

32. Nature of Moderator Feedback : Report Codes
Agree fully with cluster’s best-fit judgement
A(i)
Agree but with some issues as noted in report Ua
Unable to agree with cluster’s best-fit judgement N
No evidence received

33. Nature of Moderator Feedback: Report

34. What makes a good learner profile?
Exemplar Pilot
Profiles:
A, B, C and J
Exemplar profiles are provided on CD through the Cluster Information Meetings.

35. Additional Guidance: Additional Guidance Booklet: KS2-3 English
Progress in English – characteristics of Levels 3-6
Guidance on drama as a response mode for reading
National Guidance Materials

37. Model for national Implementation: ENGLISH GUIDANCE [4]
In order to demonstrate performance across the Range: oracy evidence needs to include speaking and listening individually, in pairs and in groups in order to present, talk and perform for a variety of audiences. Reading and writing evidence should include literary and non-literary evidence (see Programme of Study for further guidance).

38. Cluster moderation: Considering Levels 4 and 5
ORACY PoS:
Range 4.
speaking and listening
individually, in pairs,
in groups and as
members of a class
Learner profiles are naturally not going to include the whole of the Programme of Study for English but should demonstrate sufficient evidence of the main characteristics of each attainment target.
The grid above was shared with Moderators during the pilot to help them come to best-fit judgements for each of the attainment targets. It may also be helpful for use within school/department and cluster moderation.
The Oracy strand from the Programme of study for KS2 and KS3 has been selected to help define sufficient evidence/tasks for the main characteristics of oracy at Levels 4 and 5. This is common for both Welsh and English moderation.

39. Cluster moderation: Considering Levels 4 and 5
READING Levels:
responding to literary
and non-literary texts
locate and use ideas
and information on a
specific topic from more
than one printed
source and use them
effectively [L4] / retrieve
and collate information
from a range of sources
[L5].
Learner profiles are naturally not going to include the whole of the Programme of Study for English but should demonstrate sufficient evidence of the main characteristics of each attainment target.
The grid above was shared with Moderators during the pilot to help them come to best-fit judgements for each of the attainment targets. It may also be helpful for use within school/department and cluster moderation.
The programme of study for English demonstrates a wide range of reading skills and ranges. The reading strands within the level descriptions suggest different kinds of tasks in order to demonstrate sufficient evidence of the level characteristics for Reading at both key stages. The above strands from the Level 4 and 5 Reading descriptions should help clusters consider sufficient evidence to demonstrate these level characteristics at Levels 4 and 5.
See also the learner profiles in the DCELLS Guidance for English 2008.

40. Cluster moderation: Considering Levels 4 and 5
WRITING PoS:
Skills 1. use the characteristic features of literary and non-literary
texts in their own writing, adapting their style to suit the audience and purpose
Learner profiles are naturally not going to include the whole of the Programme of Study for English but should demonstrate sufficient evidence of the main characteristics of each attainment target.
The grid above was shared with Moderators during the pilot to help them come to best-fit judgements for each of the attainment targets. It may also be helpful for use within school/department and cluster moderation.
The above should help clusters consider sufficient evidence for Writing at Level 4 and 5. A range of writing tasks will include evidence of vocabulary use, syntax, punctuation, spelling and handwriting/presentation as part of coming to a best-fit judgement.
Note that the level descriptions for Levels 4 and 5 include writing to convey opinions: Opinions are stated and supported with some reasons given [L4] / Pupils express opinions, supported by reasons [L5]. This clearly has an implication for task setting at both levels.

41. Model for national Implementation: ENGLISH GUIDANCE Summary
In addition to the learner’s work and stimulus/resource materials, each learner profile must include teacher/cluster commentary and should:
provide relevant background and context/nature (for the tasks);
demonstrate the cluster’s understanding of the relevant level descriptions; and
for each attainment target (Oracy Reading and Writing), explain in summary form the cluster’s best-fit judgement with appropriate references to adjacent levels.
These are the key criteria for robust moderation.

42. Supporting cluster moderation: National Guidance
Guidance on the teaching of writing skills at KS2 and KS3.
Guidance on the teaching of Higher Order Reading skills at KS2 and KS3.
The final unit (unit 10) in both of these documents provide useful guidance for the end of key stage moderation process and include this list of possible sources of evidence for reading. These might be useful for cluster use.

43. English Programme of Study and Guidance for Key Stages 2 and 3
arevisedcurriculumforwales/nationalcurriculum/englishnc/?lang=en
These are key documents to inform teaching and assessment of English at KS2 and KS3.
There should be copies in all primary and secondary schools. Electronic copies can be found on the DCELLS/WAG website.

44. Moderator Recruitment:
We will be looking for KS2 and KS3 Moderators to take part in the moderation at the end of May 2012.
We are looking for KS2 and KS3 classroom practitioners with experience of moderating at school/department and cluster level and with a good understanding of normal classroom practice as part of English the 2008 National Curriculum in Wales.