Beyond Levels Conference

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Presentation transcript:

Beyond Levels Conference Using Comparative Judgement to Inform Planning for the Teaching of Writing and Support Teacher Assessment Beyond Levels Conference Jen Reynolds 2018

Projects Year 6 Year 2 Year 4 Year 1 Year 3 Individual Schools Cross-phase Yr6/7 Jen Reynolds 2018

What is Comparative Judgement? Jen Reynolds 2018

No More Marking Jen Reynolds 2018

The Project School 1 School 1 School 1 School 1 School 1 School 1 Cluster Cluster County Jen Reynolds 2018

The Process Comparative judgements in school Network comparative judgements Benchmarking against the IPDs Planning for next steps and writing Benchmarking and support for summative teacher assessments Jen Reynolds 2018

Setting Expectations Planning for the teaching of the National Curriculum Programmes of Study Jen Reynolds 2018

Ranking Jen Reynolds 2018

Spreadsheet Jen Reynolds 2018

After Moderation Jen Reynolds 2018

Planning for Progress Jen Reynolds 2018

Creating Exemplification Jen Reynolds 2018

Planning for Writing Planning units of work Planning for cross curricular writing Termly Comparative Judgement tasks to inform planning Supportive staff meetings Whole school vision Jen Reynolds 2018

Using Comparative Judgement Termly year group tasks Judgements by teachers in July and new teachers in September Rank discussed in staff meetings Whole school task Jen Reynolds 2018

Whole School Narrative Profiling Jen Reynolds 2017

Feedback and Impact Quicker than current Y6 moderation tick sheets for each child Really, really good to see writing from other schools to give greater perspective on how our children are performing Rapid identification of children’s gaps to inform planning/learning and interventions Thorough understanding of each child’s current writing strengths and weaknesses leads to very closely targeted teaching Jen Reynolds 2018

And finally…… Taking part in comparative marking sessions, both face to face and online, enables us to view and evaluate pieces of writing in a very short period of time. Because it is anonymous we can discuss the writing totally honestly, without the personal attachment we feel as teachers coming into play. I value the opportunity to see examples of children's work from other settings as this puts your class’ own writing standards into perspective, especially if you are in a small single form entry school. The discussion around the writing, especially when creating our baseline has been very beneficial in developing our confidence in recognising ARE, GDS and WTS. This dialogue is also very useful in articulating next steps to bring the children's writing on.' Jen Reynolds 2018

Jen Reynolds English, Teaching and Learning Consultant JReynolds@jeavonswood.cambs.sch.uk 01954 717180 Jen Reynolds 2018