1. Supporting Internal Standardisation and Moderation
Introduction
Purposes of Session:
Overview of Statutory Assessment Arrangements 2013/14
Planning for Assessment
The Levels of Progression
Internal Standardisation
Requirements for External Moderation

2. Whole school, learning, teaching and assessment
Planning to Assess
Assessment is integral to the teaching and learning process.
Whole school, learning, teaching and assessment
Planning to Assess
Formative Assessment

3. Opportunities for Assessment
Topic
WAU
Mathematics and
Numeracy
Using I.C.T.
Language and
Literacy
PDMU
The Arts PE
T S P C
C C S

4. The Assessment Process
External Moderation
Whole school, learning, teaching and assessment
Planning to Assess
Internal Standardisation
The use and application of the Levels of Progression as a whole school process to set the standard.
Formative Assessment
CCEA Tasks +
Class Activities
Summative Judgement

5. Setting the Standard for Internal Standardisation
The Levels of Progression for Using Mathematics
The Requirements
Knowledge and Understanding

6. Levels of Progression (UM)

7. Levels of Progression (UM) contd.

8. Internal Standardisation
Use of the Levels of Progression for Mathematics as the standard measure.
Teachers in your own school coming together to agree standards.
Common agreement on what the standard is.

9. Favourite Sandwich Fillings
Pupil Work
Favourite Sandwich Fillings

10. External Moderation School Portfolio: Step 1
Using Mathematics
Schools must submit:
a total of five pieces of pupil work for each level that you intend to report to include;
only one response per level to a
CCEA Assessment Task;
samples that demonstrate the breadth across the Requirements and the Knowledge and Understanding.

11. Purpose of the Tasks support teacher assessment judgements
not a test – one element of on-going teacher assessment
use CCEA Assessment Tasks, as well as other classroom assessment activities to gather evidence and make judgements about your pupils
not used to determine a level; an essential part of the moderation process (see Guidance booklet for Assessment Arrangements p 4)
pupils are given the opportunity to demonstrate individual competences in the Cross-Curricular Skill being assessed

12. Using the Tasks Having chosen a suitable task/s for your pupils:
use the task with only those pupils who have the appropriate prior learning and experience required to complete the task
plan the task into your classroom work – consider how you can carry out group activities so you can observe interaction/language of the pupils etc
make a judgement about each pupil’s response to the task
pupils are given an appropriate amount of time to complete the tasks
assessment tasks are completed under normal classroom conditions

13. Selecting Assessment Tasks
access the online CCEA Task Library through
tasks are searchable by e.g. the skill/mode/level
browse through the tasks
choose tasks that seem appropriate and check through, paying attention to the prior learning and experience required
select task/s to suit the range of ability of your pupils
plan how you will incorporate the task/s into your classroom work
(Most Using Mathematics tasks provide notes for teachers and resource sheets for pupils; most Communication tasks due to their generic nature only provide notes for teachers.)

14. Timeframe for Step 1
By 18th February
The school portfolio should represent each of the numerical levels that your school intends to report this year.
By 29th
April
CCEA will moderate the school portfolios and provide feedback to schools.
16th
May
All schools submit details of Year 4 and Year 7 pupils and the levels awarded to each pupil in Communication and Using Mathematics using an EDI file to CCEA through C2K.

15. Timeframe : Step 2
End of May early June
Step 2 -Only Schools whose understanding of the levels has not been verified will be contacted by CCEA to inform them which pupil portfolios they will need to submit (one for each level they reported in May). Each pupil portfolio to include a total of three pieces of work, including only one response to a CCEA Assessment Task.
By mid
June
Schools must submit one pupil portfolio, chosen by CCEA, for each level they reported in May.
June to September
CCEA will carry out moderation of the pupil portfolios.
End of September
Schools involved in Moderation Step 2 will receive feedback on the outcome. This feedback can be used by schools to inform their judgements in 2014/15.

16. Support Assessment1314@ccea.org.uk Queries Useful links:
Assessment in Practice
Exemplification Library
CCEA Task and Exemplification Library

17. Contacts