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

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

3. What is Comparative Judgement?
Jen Reynolds 2018

4. No More Marking
Jen Reynolds 2018

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

6. 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

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

8. Ranking
Jen Reynolds 2018

9. Spreadsheet
Jen Reynolds 2018

10. After Moderation
Jen Reynolds 2018

11. Planning for Progress
Jen Reynolds 2018

12. Creating Exemplification
Jen Reynolds 2018

13. 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

14. 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

15. Whole School Narrative Profiling
Jen Reynolds 2017

16. 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

17. 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

18. Jen Reynolds English, Teaching and Learning Consultant
Jen Reynolds 2018