Supporting Internal Standardisation and Moderation Welcome Learning Outcomes of this Session are to raise awareness of: a.the use of the Levels of Progression to support teaching and learning; b.the need to plan for assessment opportunities; c.the importance of Internal Standardisation including the use of CCEA Assessment Tasks.

The Assessment Process Internal Standardisation The use and application of the Levels of Progression as a whole school process to set the standard. Internal Standardisation The use and application of the Levels of Progression as a whole school process to set the standard. External Moderation Formative Assessment Summative Judgement CCEA Tasks + Activities CCEA Tasks + Activities

Supporting Internal Standardisation and Moderation: The Format for today.  An example of how one school planned to assess.  Activity 1: Use the LoP for Reading and Writing to set the standard.  An example of Internal Standardisation including use of CCEA Tasks.  Requirements for External Moderation.  Activity 2: Preparation of an element of a school portfolio.  Making a Summative Judgement.  Timetable  Support and Resources.

Planning to Assess  Assessment is integral to the teaching and learning process.  How can you plan to assess? Formative Assessment

An example of how to plan to assess:

Reflection:  What topics lend themselves to assessment opportunities?  How can I plan to build in assessment opportunities in Communication each term?  How can I record these assessments in a manageable way? ment/assessing_cross-curricular_skills/resources.asp

Setting the Standard for Internal Standardisation Activity 1:Examine the Levels of Progression for Communication to set the standard. a.Levels of Progression for Reading in context of Character Studies through the levels. b.Levels of Progression for Writing in context of procedural writing through the levels.

Levels of Progression Summary for Reading

Standard Setting Reading: Character Study 1.She recounted the abseiling incident. 2.The pupil read aloud to her group. 3.The pupil selected information such as ‘Biscuits is fat’. The pupil used alphabetical order when using a thesaurus. 4.The pupil knew the novel was a fictional story. 5.The pupil discussed with her group why the character was greedy. She expressed her opinion about Biscuits when she said’ and brave when he went abseiling.’

Standard Setting Reading: Character Study Activity 1: Using the LoP for Reading and the Ready Reckoner, sort the three character studies into levels. Identify examples of the requirements within each piece of work to support your decision.

Levels of Progression Summary for Writing

Standard Setting Writing: Procedural Writing  Standard Setting Writing: Procedural Writing 1.He talked with the teacher about what he was going to write. Pictures to help were on the interactive whiteboard. The pupil was asked to check that he had included ‘bossy words’. Writing prompts were provided by the teacher.

Standard Setting Writing: Procedural Writing  Standard Setting Writing: Procedural Writing 2. He recalled how he had built a snowman. He used simple ‘bossy verbs’ such as ‘get’ and ‘set’. The pupil has organised his writing appropriate to the form. Words such as first, then and next were given to help with the structure. The pupil has shown elements of level 3 in using supporting detail.

Standard Setting Writing: Procedural Writing  Standard Setting Writing: Procedural Writing 3.Pictures on the IWB supported the pupil in using the given form.

Standard Setting Writing: Procedural Writing  Standard Setting Writing: Procedural Writing 4.Full stops and capital letters throughout the piece. All familiar and common words correctly. ‘Skarf’ has been spelt recognisably. Handwriting is easily read.

Standard Setting Writing: Procedural Writing Activity 1: Using the LoP for Writing and the Ready Reckoner, sort the three pieces of procedural writing into levels. Identify examples of the requirements within each piece of work to support your decision.

Internal Standardisation  Using the Levels of Progression for Communication as the standard measure.  Teachers in your own school coming together to agree standards.  Common agreement on the standard.  Building CCEA Assessment Tasks into your Internal Standardisation.

CCEA Tasks and Exemplification: Where to find them

Support: What’s new… 25 new pieces of Communication with commentaries. These include:  Level 5 Exemplar portfolio (6 pieces)  Five new CCEA Reading Tasks (4 of these are text based)  Biographical Writing – Levels 3 to Level 5  Procedural Writing – Levels 2 to Level 5  Character Studies – levels 2 to Level 5  Additional Exemplar material e.g. Running Wild (Level 4 Reading Book Review), Questions for Mr Tom, (Level 4 Reading) etc.

CCEA Tasks: What’s New  There are 5 new Reading Tasks across a range of levels.  m.org.uk/TSPC/the_t hink_pack/storybooks /wise_up_and_think.a sp m.org.uk/TSPC/the_t hink_pack/storybooks /wise_up_and_think.a sp

Purpose and Use of CCEA Tasks CCEA Tasks:  support teacher assessment judgements;  are one element of on-going teacher assessment and are not to be done as tests;  as well as other classroom assessment activities, may assist with Internal Standardisation and will also support your judgements about your pupils;  tasks may be used across Key Stages 1 and 2;  provide pupils with an opportunity to demonstrate individual competences in the Cross-Curricular Skill being assessed.

External Moderation School Portfolio: Step 1 Communication  Each level will have 6 samples of work. 3 samples in Reading3 samples in Writing Schools may include up to three CCEA Tasks per level (one reading, one writing and one other)

School Portfolio: Step 1 Activity 2:  Using the Levels of Progression select 6 pieces of work suitable for inclusion within a school portfolio at Level 3.

Summative Judgement by 15 May  All three modes in Communication are assessed  Pupils should demonstrate competence: a.in most of the criteria at that level; b.across the breadth of requirements; c.in a range of contexts. Summative Judgement (End of Key Stage) Summative Judgement (End of Key Stage)

Timeframe for Step 1 By 12 th 19 th February Step 1 – A SCHOOL PORTFOLIO to represent the range of levels to be reported in By 30 th April CCEA will provide feedback to schools. 15 th May All schools forward end of Key Stage pupil level data to CCEA using an EDI file.

Step 2: Support  Only for those schools whose portfolios have not been verified in Step 1.  Will be supportive feedback.

Assessment Checklist 1. Plan to use a range of Assessment Activities within your planning. 2. Aim to use CCEA Tasks which link to your planning. 3. Plan activities which reflect the Levels of Progression. 4.Involve all teachers in the planning of assessment opportunities. 5.Carry out Internal Standardisation as part of your practice. 6. Collate 6 pieces of work for each level you intend to report in May. A school portfolio should contain for each reported level: 3 Reading 3 Writing Schools may include up to three CCEA Tasks per level (one reading, one writing and one other) 7. Use the CCEA coversheets to record task details and reasons why a level has been awarded. 8. Include the Declaration of Internal Standardisation (EMA1) form in your submission.

Resources

Support Queries: Useful links: Assessment in Practice nication/index.asp Exemplification Library CCEA Task and Exemplification Library - School Portfolio exemplification/index.asp Assessing the Cross-Curricular Skills -Talking and Listening Exemplification skills/communication/applying the levels talking and listening/index.asp/index.asp Janice MacArthur Ext. 2631

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