1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of moderation

2 Moderation All teachers’ judgements have two components: the decision and the justification of the decision. Evidence validates the decision. That’s where moderation can help! Moderation may inform your judgement. This may help the judgements you make in your classroom be consistent with that of other teachers.

3 Moderation Remember…… Moderation is: a process that will inform the judgements you make about students a process that makes assessment fairer for students a process of collegial dialogue a process that will enhance your knowledge of syllabus Moderation isn’t: required for every decision you make required for every piece of assessment information a judgement about your teaching

4 Moderation Workshop activity (this activity builds upon previous slides) Exploring the Talking and Listening strand What is the standard of student achievement at each stage? Refer to: Talking and Listening Foundation Statements Stage 1 Outcomes for Talking and Listening Stage 1 pp Work samples Modules

5 Moderation A talking and listening task Context The students had previously made vegetable stew and contributed to a joint construction of a procedural recount of the event. Individually, they then presented an oral procedural recount. What would you expect at this point in time? Use the English K-6 Syllabus to inform your response. Discussion Term 3 Year One

6 Moderation Teacher: This is Michael, who is going to tell us how we made vegetable stew last week. Thank you, Michael. Michael: Last Thursday we made vegetable stew and then we cut little pieces of vegetables and then we put them in the pot and then we put cold water and we put alphabet noodles in it, too, then we went out for lunch and when we came back after lunch and we ate this. Discussion Make a judgement about this piece of work? What information would help make this judgement consistent?

7 Moderation Use the English K-6 Syllabus to develop your criteria. Discussion Criteria TS1.1 converses about a school topic recounts real or imagined events in logical sequence talks comfortably with a range of classmates TS1.2 rephrases statements to increase their clarity speaks clearly and conveys meaning to peers TS1.4 sequences ideas in speech in logical ways uses conjunctions uses one or more clauses

8 Moderation Teacher: This is Michael, who is going to tell us how we made vegetable stew last week. Thank you, Michael. Michael: Last Thursday we made vegetable stew and then we cut little pieces of vegetables and then we put them in the pot and then we put cold water and we put alphabet noodles in it, too, then we went out for lunch and when we came back after lunch and we ate this. Discussion Use the criteria to make a judgement Criteria TS1.1 converses about a school topic recounts real or imagined events in logical sequence talks comfortably with a range of classmates TS1.2 rephrases statements to increase their clarity speaks clearly and conveys meaning to peers TS1.4 sequences ideas in speech in logical ways uses conjunctions uses one or more clauses

9 Moderation A talking and listening task Discussion An initial sort Look through the student work samples and, as a group, sort them into three categories: At standard Below the expected standard Above the expected standard. Criteria TS1.1 converses about a school topic recounts real or imagined events in logical sequence talks comfortably with a range of classmates TS1.2 rephrases statements to increase their clarity speaks clearly and conveys meaning to peers TS1.4 sequences ideas in speech in logical ways uses conjunctions uses one or more clauses

10 Moderation What is the basis for your decision? BelowAt standardAbove Remember: An on-balance judgement does not just focus on a single piece of work. A judgement labels a standard not a student. Teachers weigh up assessment information collected for a student up to that point in time. An on-balance judgement will come from teaching learning assessment activities and observations that are built up over time and in different situations. Remember: When making a judgement about a work sample, you are saying the work sample displays work typically produced by students performing below, at or above the expectations for that point in time.

11 Moderation Teacher: Now we will listen to Rebecca. When you are ready Rebecca Rebecca: On Thursday….(pause) we made (pause and look to teacher for help). Teacher: (prompts) we made st Rebecca: We made stew. It had vegetables. (pause) Teacher: What did we do with the vegetables? Rebecca: We cutted them and cooked them. Teacher: Then what did we do? Rebecca: We eatted them.

12 Moderation Teacher: This is Michael, who is going to tell us how we made vegetable stew last week. Thank you, Michael. Michael: Last Thursday we made vegetable stew and then we cut little pieces of vegetables and then we put them in the pot and then we put cold water and we put alphabet noodles in it, too, then we went out for lunch and when we came back after lunch and we ate this.

13 Moderation Teacher: Hung, would you tell us how we made our vegetable stew? Hung: Last Thursday we brang some vegetables to make some vegetable stew. We washed the vegetables. Some children cut the vegetables into pieces and then we went outside. We put the vegetables in the pot, then we put cold water, then we put in alphabet noodles and we waited for it to cook, then we went out for lunch. After big lunch we came back and we ate the stew.

14 Moderation Teacher: Evo’s going to tell how we made vegetable stew. Thank you, Evo. Evo: Last Thursday we made vegetable stew. Some children went to Table 1 to cut them into pieces and after that we went to put them in the pot with cold water and it was with smoke and after big lunch we came back and ate the vegetable stew. Teacher: What do you mean by smoke, Evo? Evo: The steam. Teacher: The steam. So what did the steam mean, when we saw the steam? What did that tell us? Evo: It was nearly ready.

15 Moderation What is the basis for your decision? BelowAtAbove What information was missing from these transcripts to make an informed judgement?

16 Moderation Where to from here? How would this process inform your teaching? What else would we need to do to make an on-balance judgement about talking and listening for each student?