KEY STAGE 1

ASSESSMENT

MODERATION

ARRANGEMENTS

2011

(Moderator’s Booklet)

CONTENTS

Page
Introduction and background / 3
Y2 training opportunities / 5
Meet the moderator / 6
Visits to school / 6
Moderator visit proforma / 8 - 10
Aide memoire / 11
What if we do not agree with the moderation outcome? / 13
Summary and contact details / 14
MAST (Schools) groups / 15
Guidance for moderators / 16 – 26

MODERATION ARRANGEMENTS 2011

Statutory requirements for the end of Key Stage 1 assessment are set out in the annual Assessment and Reporting Arrangements (ARA) sent to all schools by the Qualifications and Curriculum Development Agency (QCDA). The ARA sets out the responsibilities placed on Headteachers, teachers and Local Authorities (LA) to ensure that assessment and reporting arrangements are administered appropriately.

LAs have a duty to ensure that assessment and reporting arrangements are administered appropriately by their schools. This document gives further information on ways in which the LA aims to fulfill its responsibilities in partnership with schools.

Moderation arrangements for 2011 will largely follow the same pattern as in previous years.

What follows is an outline for moderation within Wolverhampton LA. It sets out the process to secure consistency in Teacher Assessment (TA) and the suggested agenda for moderation visits to schools. It forms the basis from which Moderators work but is clearly susceptible to alteration and adjustment.

The LA will seek to second a team of Moderators from within its schools, to carry out the moderation of TA and ensure statutory assessment arrangements are followed.

Moderation is an integral part of the assessment arrangements ensuring that standards of assessment are consistent among teachers, schools and Local Authorities and that they are maintained from year to year.

It is NOT a process for checking that every assessment made by every teacher for every child is ‘correct’, rather it is a means for Local Authorities to be confident that their schools understand national standards and are able to apply them consistently so that teacher assessment will produce outcomes which are fair to children and provide an accurate picture of progress for parents/carers.

The LA will provide training annually to support schools in ensuring they are up to date with statutory requirements. These events also seek to provide teachers with opportunity to share experiences and TA judgements across schools.

Schools should be aware that the LA is required to include each school as part of a mandatory moderation at least once in every four-year cycle. Schools may be subject to moderation visits more frequently where there are particular reasons to do so.

These will include:

  • schools with an NQT in Year 2;
  • schools where the teacher is new to Year 2;
  • schools where there is cause for concern

To support schools in meeting their responsibilities with regard to the assessment arrangements, the LA will offer a range of services that schools may subscribe to. These servicescould include:

  • moderation visit requested by the headteacher (when school is not part of the mandatory sample)
  • moderation staff meetings / professional development meetings
  • updating whole staff on KS1 ARA
  • facilitating cross-year moderation eg Y2 / Y3
  • any other related aspect as determined by the headteacher

Further details are available to Headteachers on request.

It should be noted that overall responsibility to ensure the statutory assessment requirements are adhered to, lies with the school’s Headteacher. The LA seeks to support Headteachers in fulfilling this duty.

YEAR 2 TRAINING OPPORTUNITIES

Full details of training have been circulated to schools in the LA’s CPD Handbook 2010-2011. Schools are advised to be represented at all sessions.

Training for teachers new to Year 2

10 December 2010: 9.00 – 4.00

Teachers will explore the statutory arrangements, including the administration of tasks and tests and ‘building a picture of what children can do’ to arrive at a Teacher Assessment judgement. Moderation activities will be a significant feature of this event – prominence will be given to reading, writing and mathematics

Training for those teachers who were in Year 2 in 2009/10

26 or 27 January 2011: 9.00 – 12.00

Teachers will be updated on the statutory arrangements, including any changes from last year. They will be supported in the process of ‘building a picture of what children can do’ to arrive at their Teacher Assessment judgement. Moderation activities will be a significant feature of this event – prominence will be given to reading, writing and mathematics

Agreement Trialling / Cluster Moderation

10 March 2011: 9.00 – 12.00 or 1.00 – 4.00

Agreement trialling and moderation activities will have key inputs on reading, writing, mathematics and science. Teachers will be asked to bring samples of pupils’ work in to engage in agreement trialling with colleagues from other schools

Agreement Trialling / Moderation of writing

7 or 9 June 2011: 9.00 – 12.00

Agreement trialling and moderation activities focusing on writing. Teachers will be asked to bring samples of pupils’ work in to engage in agreement trialling with colleagues from other schools. This will include the task outcomes and other evidence of writing from a range identified by teachers

MEET THE MODERATOR

Schools will be notified by the end of January 2011 if they have been identified as part of the LA sample for this year.

‘Meet the Moderator’ –1 March 2011 (4.00 – 5.00pm)

The purpose of this meeting is to:

  • Make contact with KS1 practitioners
  • Discuss the purpose and statutory requirements of the summer term moderation visit
  • Clarify the process of the moderation visit to follow
  • Consider the current arrangements and practice in your school
  • Answer your questions
  • Provide intervention/CPD advice and support (if you require and/or request it)
  • Demonstrate what types of evidence may be presented and how it might be used
  • Discuss how samples of learners and subjects will be selected in preparation for the moderation visit
  • AGREE THE TIME AND DATE of the moderation visit scheduled in the summer term before leaving the meeting
  • Provide you with a copy of the visit proforma

VISITS TO SCHOOLS

Visit to School - Summer Term(between 2½ - 4 hours dependent on size of school)

The Moderator will confirm with the Headteacher the date of the pre-arranged visit to school in May or June (see meeting above). The Moderator will wish to discuss teacher assessment judgements with Y2 teacher(s) and the headteacher. Schools can involve other staff eg assessment co-ordinator, KS1 co-ordinator in meetings/discussions if they wish.

Prior to the visit, the teacher will have been asked to select 3 pupils who can be the focus for the Moderator to observe classroom working and talk to the pupils and share some of their classwork. The pupils selected should represent TA across a range of achievement. The moderator will also select 3 children at random to review the TA judgements made.

Each Moderator will be asked to look at judgements for all subjects. However, they will look some subjects in depth and others in less depth.

During the visit the Moderator will ask the teacher to give an estimate of expected outcomes for all children in the class for the end of the year.

Moderators will respond to queries from teachers / headteachers

To summarise:

The focus for the Moderator’s visit is TEACHER ASSESSMENT

Schools are asked to make the following available for Moderators to see on the visit:

  • Teacher’s weekly planning
  • End of unit/half term class records of achievement
  • Individual pupils’ records and pupils’ classwork showing achievement in reading, writing, mathematics and science for 3 focus pupils selected by the teacher and for a further 3 pupils selected by the moderator*
  • Any 2007 and/or 2009 tasks and tests scripts completed
  • *Classwork/observations for 6 pupils, showing the range of teacher assessment judgements made
  • Class / group list showing provisional TA for speaking & listening, reading, writing, mathematics, science (Sc1, 2, 3 & 4)
  • Evidence of administrative structures

They will need to speak to:

  • Year 2 class teacher
  • 6 pupils selected by the teacher / moderator (within classroom environment, with their work to focus discussions)
  • Headteacher
Agenda for discussion
  • End of Key Stage experience
  • TA judgements and processes to ensure consistency
  • End of Key Stage administration / organisation, including planning for assessments
  • Tasks / tests used, including use of mark scheme
  • Current TA for all children and expected outcomes for end of KS1
  • Discussions relating to end of Key Stage outcomes- individual school
  • Differences between TA and task / test outcomes
  • Recording and transfer of assessment information eg completion of Assessment Manager

LA MODERATOR VISIT PROFORMA

TEACHER ASSESSMENT VISIT 2011

Moderator......

School visited......... ...... Date..........

Staff Seen / Position held………………………….………………………………………………………

Total number of pupils currently in Y2:

Boys/girls / Ethnicity / SEN / FSM / Other relevant context

Teacher Assessments discussed Does evidence relate to teachers’ judgement of levels across a range? L1-3. What evidence En/Ma/Sc?

Pupils’ work shared Does pupils’ work reflect TA judgement? In discussion with pupils, can you confirm TA?

What supportive systems are in place? What use is being made of APP?

How does the school ensure Y2 teacher assessment outcomes are used effectively to inform progression and continuity in Y3?

Tests / tasks used to underpin TA How far do test/task and TA outcomes relate? Give details of any differences between outcomes and reasons for any differences. Which tests were used? (fill in table below)

Note details of test scripts used / seen / checked

Tests/tasks used  / Number seen/checked / Comments
(Include dates teachers administered/used test/task)
ReadingL2 task / 2007 / 2009
ReadingL2 test / 2007 / 2009
ReadingL3 test / 2007 / 2009
WritingTask / 2007 / 2009
Spelling / 2007 / 2009
MathsL2 / 2007 / 2009
MathsL3 / 2007 / 2009
Attendance at training / Tick / comment (if necessary)
One of Y2 training (Dec/Jan)
Meet the moderator (March)
One of Y2 training (March)
One of Y2 writing moderation (June)

Teacher Assessments – end of year expectations Please record the teacher’s judgement in terms of the number of children expected to get each outcome when TA is finalised at the end of the year

Total number of children in the cohort 
Expected outcome (TA) / Number of children / Additional comments
Speaking & Listening / Reading / Writing / Mathematics / Science
‘P’ scale 3 or below
‘P’ scale 4-8
W
Level 1
Level 2C
Level 2B
Level 2A
Level 3
Level 4
Further information regarding expected outcomes
Overall comments
Recommendations

End of Key Stage 1 Assessment and Reporting

Aide memoire for schools

Management:

  • know the statutory requirements of the trial;
  • be aware of deadlines;
  • ensure staff receive adequate training (note sessions in Continuing Professional Development Handbook);
  • ensure all staff are familiar with the assessment arrangements as set out in the Key Stage 1 booklet;
  • designate responsibilities for ensuring assessment arrangements are accurately and consistently adhered to;
  • identify personnel responsible for day to day matters;
  • indicate ways staff can access support and from whom;
  • if not part of mandatory moderation consider requesting LA services

Consider how the assessment arrangements are planned for:

  • know what must be administered, when and to whom;
  • be aware that funding is available through the schools budget to provide adequate supply cover that ensures the process is completed appropriately. Incorporate this into timetable / planning;
  • integrate tasks/tests into existing planning structures where possible;
  • decide how support staff will be involved and ensure they understand their contribution and responsibilities

Teacher Assessment:

  • remember TA is underpinned by task/test information
  • Assessing Pupils’ Progress (APP) materials will be helpful to the TA process
  • have up-to-date Teacher Assessments that inform which tasks/tests to use and with which children;
  • know what further evidence there is to support TA;
  • discuss outcomes/expectations;
  • finalise TA in time to report to parents, enter on Assessment Manager
  • consider planning for individuals/groups/class/year;
  • ensure all children complete one task or test in reading, writing and mathematics;
  • make appropriate arrangements/adaptations to tasks/tests for SEN/EAL pupils

Administration / marking tasks/tests, consider:

  • organisation/groupings;
  • delivery/presentation;
  • interpretation of instructions/guidance;
  • interpretation of marking criteria, accuracy and consistency of marking;
  • systems for moderating outcomes and checking marking
  • actual outcomes and expected outcomes

Remember all tasks/tests must still be administered according to requirements set out in ARA booklet

Records and recording:

  • ensure thorough records are kept throughout the year;
  • use record sheets provided or suitable alternatives;
  • record all task/test outcomes, absences etc (Note: If any task / test results are recorded on Assessment Manager they will automatically be transferred to the next phase and the LA);
  • record preliminary and finalised Teacher Assessments;
  • have records that indicate where evidence is that supports TA judgements;
  • know how to complete Assessment Manager and transfer data;

Reports and reporting:

  • know statutory requirements;
  • ensure TA results are reported to parents in the context of pupil progress;
  • communicate results to next teacher ensuring an understanding of what the levels/grades mean;
  • transfer assessment information to next phase on Assessment Manager

ENSURE STATUTORY REQUIREMENTS ARE MET

Ensure teacher/school is aware of:

  • moderator visits (if school is subject to a moderation visit this year);
  • when and what scripts are required for moderation meeting in March;
  • when and what scripts are required for writing moderation meeting in June;
  • Assessment Manager completion process.

What if we do not agree with the moderation outcome?

If you do not agree with the moderator’s judgement you are able to appeal against the decision. An appeal should be made to the Senior Inspector Primary (Curriculum Innovation & Co-ordination) within 5 working days of the moderation visit. You should state what your concerns are, where you disagree with the moderator’s judgement/s and explain why.

The evidence will be referred to a panel made up of the Senior Inspector Primary (Curriculum Innovation & Co-ordination), an experienced KS1 moderator, a headteacher and an independent LA officer from a neighbouring LA who will re-moderate the sample. The outcomes of the appeal are:

-FULLY uphold moderator findings

-Uphold moderator findings in PART

-REJECT moderator findings

The final decision of the Senior Inspector Primary (Curriculum Innovation & Co-ordination) and the panel will stand.

You may be required to reconsider your teacher assessment decisions and to have them re-moderated by your colleagues. The LA is provided with the opportunity to substitute their assessment for that of the school where the moderation judgements continue to differ after the steps outlined above have been taken.

SUMMARY and CONTACT DETAILS

  • Schools will be visited by Moderators at least once in every four years, in the Summer term, to support Key Stage 1 teacher assessment
  • Each school will be visited for about half a day where TA will be discussed
  • The agenda for asking about tasks / tests is to ensure consistency in administration and issues arising to inform teacher’s ongoing assessment and record keeping
  • Schools can access support services beyond mandatory moderation visits, through the LA’s Quality and Improvement Directorate (QID). Contact Gill Bladon, telephone (55)5957
  • Moderation appeals should be made in writing (for this purpose email is also acceptable) to the Senior Inspector Primary (Curriculum Innovation and Co-ordination), Gill Bladon, QID, Jennie Lee Centre or email

MAST (Schools) GROUPS

GROUPS 1 & 2 / GROUP 3 / GROUP 4 / GROUP 5 / GROUPS 6 & 7 / GROUP 8
Alison Bull / Sonia Sharma / Maninder Chauhan / Caroline Godfrey / Bev Callaghan
Bilston CE
Eastfield
EastPark
Field View
GreenPark Special
Holy Rosary RC
Holy Trinity RC
Loxdale
Stow Heath
Stowlawn
St Martin’s CE
Villiers
Wilkinson / Goldthorn
Graiseley
Grove
Hill Avenue
Lanesfield
Manor
Parkfield
Spring Vale
SS Mary & John RC
St Luke’s CE
St Teresa’s RC / Bantock
Castlecroft
Merridale
Penn Fields Special Penn Hall Special
Springdale
St. Bartholomew’s CE St. Michael’s RC
Warstones
Westacre
Woodfield / Broadmeadow Nursery Special
Christ Church CE(TW)
Claregate
Dunstall Hill
Palmers Cross
St Andrew’s CE
St. Jude’s CE
St Michael’s CE
Tettenhall Wood Special
The Giffard RC
WestPark
Woodthorne
Kingston Centre PRU / Berrybrook
Bushbury Hill
Dovecotes
Elston Hall
FallingsParkNorthwoodPark
Oxley
Rake Gate
St. Anthony’s RC
St Paul’s CE
St. Mary’s RC
Whitgreave
WestcroftSpecial / Corpus Christi RC
D’Eyncourt
Edward the Elder
Long Knowle
Oak Meadow
Perry Hall
St Alban’s CE
St Patrick’s RC
St Stephen’s CE
St Thomas’s CE
Trinity CE
Woden
Wodensfield
Wood End

GUIDANCE FOR MODERATORS

The following is a summary of what visits should achieve. It offers a reasonable outline of the range of issues Moderators may have to respond to.

  • You should offer practical on-the-spot advice about any aspect of the assessment process which is causing difficulty, and which the classteacher and the Headteacher have been able to resolve unaided;
  • Where there is task/test evidence which the school believes conflict directly with the evidence of teacher assessment, you may in certain circumstances be required formally to adjudicate between them;
  • You will rely on the co-operative discussion and explanation to promote greater consistency of standards and procedures among the schools with which you are dealing;
  • Through your insight into the school’s management of assessment and your observation of the standards applied, you will judge whether what you have seen reflects the requirements of the National Curriculum and it’s assessment procedures;
  • Finally, your knowledge of how the system is working in the particular schools with which you have contact will enable you to contribute to your LA’s evaluation of the effectiveness of the assessment system as a whole. This in turn will help to promote greater consistency of standards across the country.

Underlying all that you do are the two essential principles that must underpin any moderation system;