Moderation Best Practice New Horizons in Classical Studies NZACT Conference 2011 Megan Peterson

Presentations Where do I get answers? What to include for Moderation Best Practice - Templates and checklists Writing your own assessment tasks Modifying tasks – tricks of the trade The new standards and the QAAM What do we know – and what do we want to know? discussion and feedback Feed forward – where to from here?

Where do I get moderation answers? NZQA website – subject specific pages – From the moderator – optional teacher-selected evidence questions (see circular A2009/013) Other: –TKI –Subject associations – NZACT Bulletin –Subscribe to circulars (on the subject page) –Contact with the National Moderator via the NZQA Team Leader Alan Sorensen –

What to include for moderation The assessment activity –Teacher guidelines / conditions of assessment –only one task is required for each submission. If two are provided only the one which has student work (or the bulk of the student work) derived from the task will be moderated. The assessment schedule –evidence statements, judgement statements Samples of student work –8 samples for an Achievement Standard –4 samples for a Unit Standard –Provide evidence of the best way for the moderator to “see” the student work – originals, comments from conferencing, recorded presentations etc.

What to include for moderation Useful additions: –Teacher feedback sheet templates –Templates used by students –Research logs –Methods of acknowledging sources –Teacher comments on student work You do not need to submit: –The standard –Internal moderation cover sheets –The whole class roll and grades –Photocopies of resources available to students –School assessment policies

Templates and checklists – guiding the students towards Excellence The TKI and NZQA materials do not provide examples of templates and only a few have checklists for teachers / students to guide them towards Excellence TKI and NZQA tasks are not perfect for every school and every student. They are designed to be modified by teachers to suit the needs of each class. Many teachers are providing excellent examples of templates to support their assessment decisions or for the students to be guided towards Excellence Templates or exemplars of flair in the chosen format of presentation for AS90251 is proving to be a useful component of the activity

Checklist to “unpack” the standard

Template for “flair” in a newspaper format

Templates to guide the students

Writing your own assessment tasks Be clear about the learning outcomes for your students “Unpack” the standard – criteria, explanatory notes, version etc. Refer to clarifications document and previous National Moderator’s reports for guidance Use the wording of the Excellence criteria in the student instructions Include conditions of time, place, resources available to students, amount of pre-teaching etc. within the assessment information Use the wording of the standard in the judgment statements Write relevant evidence statements Get your task critiqued by another teacher before use

Modifying tasks – tricks of the trade Use the TKI and NZQA tasks to act as a guide for one way to interpret the standard. Be clear what the intention of your modified task is – changes to context / scope Modify all relevant parts of the assessment materials to reflect the changes made Take inspiration from different sample tasks – take the best parts to make things work for your students – can be from a different level Before use with students, get another teacher to critique your modified task against the standard

Aligned standards in Classical Studies Change over to the aligned standards will be staggered from 2011 onwards In 2011, Level 1 Achievement Standards will be available for the first time In 2012, aligned Level 2 Achievement Standards will become available In 2013, aligned Level 3 Achievement Standards will become available

Level 1Level 2Level 3 AS Demonstrate understanding of ideas and values of the classical world. 4 credits External 2.1 Examine ideas and values of the classical world. 4 credits External 3.1 Analyse ideas and values of the classical world. 4 creditsExternal AS Demonstrate understanding of the significance of features of work(s) of art in the classical world. 4 credits External 2.2 Examine the significance of features of work(s) of art in the classical world. 4 credits External 3.2 Analyse the significance of features of work(s) of art in the classical world 4 credit External AS Demonstrate understanding of an important historical figure in the classical world. 4 credits External 2.3 Examine a significant event in the classical world. 4 credits Internal 3.3 Analyse the impact of a significant historical figure on the classical world. 6 creditsExternal AS Demonstrate understanding of social relationships in the classical world. 6 credits Internal 2.4 Demonstrate understanding of socio- political life in the classical world. 6 credits External 3.4 Demonstrate understanding of significant ideology(ies) in the classical world. 6 creditsInternal AS Demonstrate understanding of links between aspects of the classical world and another culture. 6 creditsInternal 2.5 Demonstrate understanding of the influence of aspects of the classical world on other cultures. 6 creditsInternal 3.5 Demonstrate understanding of the relationship between aspects of the classical world and other cultures. 6 creditsInternal Draft matrix as of 29 June 2011

Level 1 2 internally assessed standards AS 91024: Demonstrate understanding of social relationships in the classical world –6 credits –¼ of teaching and learning time AS 91025: Demonstrate understanding of links between aspects of the classical world and another culture –6 credits –¼ of teaching and learning time

Level 2 (from 2012) 2 internally assessed standards These are still draft standards. The final versions will be registered at the end of : Examine a significant event in the classical world –4 credits –1/6 of teaching and learning time 2.5 : Demonstrate understanding of the influence of aspects of the classical world on other cultures –6 credits –¼ of teaching and learning time

Level 3 (from 2013) 2 internally assessed standards These are still draft standards. The final versions will be registered at the end of : Demonstrate understanding of significant ideology(ies) in the classical world. –6 credits 3.5: Demonstrate understanding of the relationship between aspects of the classical world and other cultures. –6 credits

Sample Internal assessment resources Only 2 resources are written for each standard Task “A” – very specific internal assessment resource written for an aspect of a teaching programme Task “B” – more generic and more easily adapted to fit different contexts The tasks provide guidance for how they can be modified and where changes need to be made to fit a new context All NZQA tasks have been moderated and once the standards are registered, a final version is published which is ready for use

Clarifications documents Clarifications documents are designed to assist teachers in the interpretation of achievement standards and their explanatory notes in order to provide clarity about the requirements of the standards (including the distinctions between Achievement, Merit and Excellence). They have been written for the existing, unaligned standards (including Unit Standards) Clarifications of the new Level 1 standards will be written during 2012 with Levels 2 and 3 in the year following their implementation

DISCUSSION What do we know? What do we want to know?