Croeso/ Welcome

Context: In 2012 – 13, the Annual Report of Her Majesty's Chief Inspector of Education and Training in Wales confirmed that ‘The most common recommendation in inspection reports is about the need to improve assessment, with nearly 40% of schools inspected having this as a significant area for improvement.’

External review The Welsh Government commissioned a review An investigation into Key Stages 2 and 3 teacher assessment in Wales research/investigation-key-stages-2-3-teacher- assessment/?lang=enhttp://wales.gov.uk/statistics-and- research/investigation-key-stages-2-3-teacher- assessment/?lang=en

External review conclusions ‘a teacher assessment system that has the main components of successful systems elsewhere in the world.’ But the system does not ‘produce reliable teacher judgments and effective educational outcomes.’ ‘One thing that has become evident from this investigation is that the problems that need to be fixed are already known by many in the system, and what is more is that they have ideas for how to solve them.’ (page xxi)

Context Consequently, the Welsh Government has asked all the Consortia to put a robust system in place to address this issue. The CSC wants to work in partnership with schools so that the assessment system for learners is as consistent, reliable and dependable as possible, and has the full confidence of the sector, parents and carers.

Then in December Welsh Government produced these documents. …… Can you see any mistakes???????

Statutory end of phase and stage assessment gives us an overview of the attainments of individuals and groups at that point in time. Through the measures, i.e. the Foundation Phase Outcomes and National Curriculum Level Descriptions, we can see the types and range of performance that learners working at a particular outcome or level should demonstrate. These measures are neither designed for day-to-day use with learners nor for the production of half-termly or termly data. They allow for checking progress at regular, reasonable intervals, give us a Wales-wide picture of progress (through its contribution to the National School Categorisation System) and provide robust, rounded data for transition from primary to secondary schools. (P.2 Consultation Document)

PowerPoint contains extracts taken from this document which you will all receive via ….

Overview School-based standardisation and moderation Head teachers must ensure that for English, Welsh first language or Welsh second language, mathematics and science (Key Stages 2 and 3), and for all non-core subjects (Key Stage 3 only) so that there are: robust systems and procedures are in place to support accurate and consistent teacher assessment. These systems and procedures need to be focused on internal standardisation and moderation; And all teachers understand and apply the concept of best- fit judgements to learners’ work, in relation to the national curriculum outcome/level descriptions (see Making the most of assessment 7–14 ).

Guidance on implementing this duty in order to comply with these requirements, Head teachers should ensure that teachers within their schools: have in place arrangements by which teachers confirm and maintain a shared understanding of national curriculum standards, using samples of their learners’ work to generate a reference set of exemplars (standardisation procedures) have in place arrangements, using selected learner profiles, so that teachers moderate end of key stage assessments and apply the outcomes from this internal moderation prior to finalising all learners’ end of key stage attainment maintain concise documentary evidence of these systems and procedures, and their annual application, for both internal and external quality assurance purposes undertake annual reviews to ensure ongoing added value to existing arrangements and that procedures reflect best practice and direct ownership by all teachers.

Guidance on implementing this duty In order to comply with these requirements, Head teachers should ensure that: their own school representatives attend all cluster group moderation meetings; they allow appropriate time for cluster group moderation meetings, and network with other head teachers within the cluster group to coordinate teachers’ availability; their own teachers select learner profiles from their classes as evidence for the cluster group’s moderation; they support their teacher representatives’ to share the outcomes of cluster group meetings with other staff; agreed decisions and outcomes from cluster group meetings are implemented by all relevant staff within their own school, prior to end of key stage teacher assessment; Practical guidance (including case studies of good practice) on operating cluster group moderation is provided in the DfES publication Ensuring consistency in teacher assessment: Guidance for Key Stages 2 and 3, sent to schools in spring Extract from Statutory assessment arrangements for the end of Foundation Phase and Key Stages 2 and 3, WG 2014

Best Fit Judgements: Typically, a learner at the lower end of a level shows mainly characteristics of that level across a range of work, but may still have some characteristics of the previous level in some aspects of the work A learner securely within the level demonstrates the characteristics of that level across a range of work. A learner at the top end of a level demonstrates clearly characteristics of that level across a range of work with some example of characteristics of the next level. Extract from Making the most of assessment 7 -14, WG 2010

Preparing for cluster moderation some suggestions Cluster Head TeachersHead Teachers End of key stage teachers Nominate lead head teacher to coordinate cluster moderation process Set dates for all cluster standardisation and moderation events, informing CSC cluster moderation date/s Appropriate time allocations for each area/ subject are suggested as: LLC ½ day, MD ½ day, Welsh first language 1 day, Welsh second language 1 day, English 1 day, maths 1day, science 1 day Give due consideration to appropriate time allocation for cluster standardisation and moderation events Consider agreeing a set of consistent criteria for the collation of a learner profile e.g. consistent oracy record pro-forma, common tasks etc Consider agreeing a common approach to learner profile annotation, such as the use of post-its Ensure any feedback from previous cluster moderation is shared with all relevant staff Plan for the release of Year 6/head of department or ks3 co-ordinator to attend CSC training events Plan for the release of end of key stage teachers for preparation activities and attendance at cluster events Ensure that any agreed protocols for cluster moderation are shared with appropriate staff Ensure in-school standardisation and moderation are completed prior to cluster moderation Early in the academic year and in consultation with the pupils’ previous teacher, identify a number of pupils who show the potential and are expected to achieve L4, L5 and L6. These pupils may be tracked through the academic year, enabling the teacher to make detailed commentary for the purpose of learner profile annotation Prepare learner profiles and annotation for Level 4, 5 and 6 pupils, as appropriate. It is not necessary to photocopy learner profiles as a round- robin style session is appropriate and requires less preparation time Ensure that tasks are designed to enable pupils to demonstrate high levels of skill across a range of activities, addressing the requirements of the subject attainment targets Where appropriate, plan to enable pupils to demonstrate high levels of skill across a range of curriculum areas Plan to enable pupils to demonstrate high levels of skill across a range of literary and non-literary contexts Attend cluster events as a representative showing the school’s understanding of the application of National Curriculum levels across the full range of subject attainment targets

Cluster Head TeachersHead TeachersEnd of key stage teachers Cluster nominated head teacher leads moderation meetings ensuring: - Clear, relevant and focused discussion is at the heart of the cluster moderation meeting; - NC level descriptions are the ONLY reference used when deciding on best-fit levels; - Appropriate time is dedicated to moderating all attainment targets for each learner profile; - Learner profiles from every cluster school are moderated; - Key messages are recorded for feedback to cluster head teachers; - Suitable technology is available, where appropriate e.g. laptop, visualizer, projector and speakers. Release end of key stage teachers (EoKS) for preparation activities and attendance at cluster events Ensure time for EoKS teachers to revisit teacher assessment levels, where appropriate, following cluster feedback Attend EoKS cluster moderation with Yr6/Yr 9 teachers Attend cluster moderation meeting/s with profiles and a copy of the National Curriculum level descriptions: Participate fully and frankly in discussion with colleagues from other schools, annotating and recording judgements on learner profiles; Revisit teacher assessment levels, where appropriate, following cluster feedback; Where further actions are identified for specific schools through the moderation process, ensure swift feedback to all end of key stage teachers. This is necessary to enable teachers to revisit teacher assessment thus ensuring accuracy and consistency End of key stage cluster moderation process some suggestions Cluster convenor to inform CSC Assessment Lead – Tim Britton of agreed date for EoKS statutory cluster moderation dates by February 28 th Following EoKS cluster moderation meeting, cluster convenor to return an attendance register and judgements sheets indicating outcomes/ levels awarded to CSC Assessment Lead – Tim Britton by May 30 th

Subject Guidance English. Some key explanations. Standardisation involves a process of using samples of work of the same learner or different learners to enable teachers to reach agreement on levels of attainment by confirming a shared understanding of the characteristics of a level. This may be regarded as the precursor of moderation at the end of a key stage, where a ‘best -fit’ judgement on an individual learner’s level of attainment is made. (Ensuring consistency in teacher assessment, Welsh Government, 2008) In summary, standardisation involves the scrutiny of individual pieces of work whilst moderation considers the range of work of an individual learner.

Learner Profiles. This term is used to describe the materials and other information which demonstrate the range of work for an individual learner across three attainment targets (ATs). Such a profile may contain: A pupil’s books with pieces of work identified with post-it notes to detail context of task/activity and to demonstrate how the evidence illustrates characteristics of levels; These books may be English books, topic/theme books, guided reading response books, subject books e.g. Science, Drama, RE Teacher notes for guided reading and oracy tasks, where comments refer in detail to the pupil’s performance against level descriptions i)First-hand evidence of a pupil’s completion of oracy tasks e.g. video clip, ensuring that the quality is of a sufficiently high standard for moderation purposes. This is by no means a requirement. ii) Secondary evidence, using sufficiently detailed teacher notes and context of task/activity, to demonstrate how the evidence illustrates characteristics of levels An overarching commentary which summarises the range of evidence and teacher annotations throughout the learner profile, demonstrating how the evidence illustrates a best-fit overall level across the three attainment targets, for the learner Best-fit judgements and teacher discussions must be based on English in the National Curriculum in Wales level descriptions alone. Any alternative skills models are not appropriate when informing end of key stage best fit level judgements.

Teacher annotation It is recommended that each learner profile is accompanied by appropriate and relevant annotations to demonstrate characteristics of the levels awarded. It is important that this activity is completed by the Year 6/9 teacher prior to any moderation, as this provides context for all teachers involved in moderation processes. Range of appropriate tasks, some suggestions: Oracy ReadingWriting On-screen presentation Participation in debate, with defined roles Poetry performance Role play Structured group activity Improvised group discussion Talk partner activity Fluid group activities e.g. jigsaw, envoys, snowballing, triads Individual talk/presentation Group talk/presentation Learner performing a text Learner explaining aloud to a partner/group about a text, giving a talk Learner-to-learner/teacher discussion Book reviews (written/oral) Summary of events in a text Short written response to questioning Role play or other drama response activities Extended response, such as write-on, genre transformation Annotation of text Comparison of texts Graphic representation e.g. mind-map, Venn diagram, role on the wall, theme tree, illustration/model Personal response to text Extended critical essay e.g. analysing plot, character and/or theme Recount e.g. memoir, biography Non-chronological report e.g. encyclopaedia entry, magazine article Instruction e.g. recipe, procedures Explanation e.g. scientific processes, Persuasion e.g. letter, advertisement Discussion e.g. analysis of authorial voice, topical environmental news item Narrative Poetry Description Play-script Journalistic e.g. newspaper report Some tasks listed above offer rich opportunities for learners to demonstrate skills across more than one attainment target. Evidence for a learner profile must clearly reflect assessment against each attainment target.

Structure of the training sessions Training Booklets for FPh/ KS2 & KS3 based on these documents – they are still on the Learning Wales website. browse-all/mathsnc/?lang=en all/english-guidance-key-stages-2-and-3/?lang=en

Teaching staff to look at and discuss these materials drawn from the guidance shown on previous slide Foundation Phase

Key Stage 2

Key Stage 3

So what is the main aim of this year’s approach to Teacher Assessment…. CSC initially provide materials to promote discussion about outcomes and levels that can be used for staff training and assist in securing judgments on standards achieved. Headteachers who will chair the cluster meetings for the summer term need to be identified and dates of meetings need to be provided to Tim Britton – Assessment Lead for CSC – see address on slide 8. Electronic proformas to be sent out with the training materials.

Suggested model for Fphase moderation meetings LLC / MD – ½ day Moderation Meeting time allocation for each Area of Learning Teachers must bring to the meeting clear signposted evidence of a borderline pupil at O5 and O6. Focus must be: is there enough evidence in the books/ electronic evidence to award O5 or O6? Teacher supplying evidence can provide pen portraits (see template proforma). The teacher(s) who judge, must decide if signposted work does actually best fit O5/ O6 writing and MD outcomes. They complete a proforma for each pupils to support the decision reached.

Suggested model for KS2/3 moderation meetings English, Welsh (First and Second Language) & Mathematics 1 day Moderation Meeting time allocation for each Subject to ensure in-depth discussions take place Teachers must bring to the meeting clear signposted evidence of a borderline pupil at L4 & L5( KS2) L5 & L6 ( KS3). Focus must be: is there enough evidence in the books/ electronic evidence to award L4, L5, L6? Teacher supplying evidence can provide pen portraits (see template proforma). The teacher(s) who judge, must decide if signposted work does actually best fit L4/ L5/ L6 the subjects. They complete a proforma for each pupil to support the decision reached.

CSC providing guidance which is in line with that from other Consortia

Thank-you ………