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. Planning to Assess Assessment is integral to the teaching and learning process. Formative Assessment

3. Opportunities for Assessment Topic WAU Mathematics and Numeracy Using I.C.T. Language and Literacy PDMUThe ArtsPE

4. 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 + Class Activities CCEA Tasks + Class Activities

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. 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 www.nicurriculum.org.uk  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 18 th February The school portfolio should represent each of the numerical levels that your school intends to report this year. By 29 th April CCEA will moderate the school portfolios and provide feedback to schools. 16 th 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 Queries Useful links: Assessment in Practice http://www.nicurriculum.org.uk/key_stages_1_and_2/assessment_in_practice _communication/index.asp Exemplification Library CCEA Task and Exemplification Library Assessment1314@ccea.org.uk

17. Contacts