ESH203 Lecture 8: Week 8- Moderation and Grading
9 Jun 2018
School
Department
Course
Professor
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---Chapter*5:*Moderation*and*the*use*of*standards.*Klenowski,*V.,*Wyatt-
Smith,*C.*(2014). ())"))*"&+,-./,"$01#+%.&2,3+#&$#/$)4,50$'"*"&+,#&$,
*.$"/#+%.&6 London:*SAGE*Publications.
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---“When*teachers*work*together*to*consider*the*work*students*have*
produced,*or*listen*to*their*presentations*or*analyse*their*electronic*projects*
and*so*on,*they*bring*the*collective* wisdom*of*all* the*people*in*the*group*to*
the*exercise.* More*eyes*(and*consequently*more*brains)*result*in*more*
reliable* determinations*of*what*students*understand.*Lorna*Earl*(2004,*p.*41)
---A*primary*purpose*of*moderation*is*to improve*teaching*practices*and*
thus,*student*learning.
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---assess*student*performance*more*consistently,*effectively,*confidently,*and*
fairly;
---build*common*knowledge*about*curriculum*expectations*and*levels*of*
achievement;
---identify*strengths*and*areas*for*growth*based*on*evidence*of*student*
learning;
---adjust*and*acquire*new*learning*by*comparing*one’s*thinking*to*that*of*
another*student*or*teacher;
---share*effective*practices*to*meet*the*needs*of*all*students,*monitor*
progress,*and*celebrate*growth.
---The*most*powerful*aspect*of*teacher*moderation*is*the*discussion*involved*
in*assessing*student*work*and*the*collective* sharing*of*effective*strategies*in*
planning*next*steps*for*instruction.
---The*Australian*Institute*for*Teaching*and*School*Leadership*have*produced*
a*number*of*videos*about*moderation:
Moderating*with*assessment*design*criteria
Moderating*work*samples
Team*teaching*moderation
Grading*using*rubrics**
Teacher*Moderation:*Collaborative*assessment*of*student*work.
Week$8-Moderation$and$Grading
Wednesday,* 2*August*2017
12:11*am
Document Summary
--chapter 5: moderation and the use of standards. -- when teachers work together to consider the work students have produced, or listen to their presentations or analyse their electronic projects and so on, they bring the collective wisdom of all the people in the group to the exercise. More eyes (and consequently more brains) result in more reliable determinations of what students understand. --a primary purpose of moderation is to improve teaching practices and thus, student learning. Teachers who engage consistently in the moderation process are able to: --assess student performance more consistently, effectively, confidently, and fairly; --build common knowledge about curriculum expectations and levels of achievement; --identify strengths and areas for growth based on evidence of student learning; --adjust and acquire new learning by comparing one"s thinking to that of another student or teacher; --share effective practices to meet the needs of all students, monitor progress, and celebrate growth.
