Research evidence indicates that schools that carry out rigorous formative teacher assessment enhanc

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• Research evidence indicates  that schools that
  carry out rigorous formative (teacher) assessment
  enhance  learning more effectively than those
  that rely too much on summative testing.
• The development theme for the next few years for
  the assessment team, is developing a culture
  where teachers feel the judgments they make about
  the pupils progress are valid  and used to inform
  the next step in learning

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Research findings about learning and assessment

• Variability at the classroom level is up to 4
  times greater than at school level
• class size has little effect on learning
• grouping strategy has little effect on learning
• within-class grouping strategy has little effect
  on learning
• Its the teacher

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Moderation as a tool for enhancing learning

• The part we play in it as members of the County
  Moderation Team

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Emphasise the need for effective formative
assessment

• helping teachers make informed summative
  assessment judgments of pupils progress (in terms
  of achievement and attainment) based on focused
  and rigorous formative assessment

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We assess to help the pupils make progress in
their learning

• improving the skills teachers employ to help them
  decide the next step in the pupils learning

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Develop consistency of assessment practice in the
school and between schools

• ensure more consistency within a school and
  across schools in terms of the judgements being
  made about levels of attainment

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Focus on good formative assessment and what it
looks like

• to generate a debate on the effectiveness of
  formative assessment compared to summative
  testing as a tool for raising the quality of
  learning and ultimately standards of attainment

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You make a difference what a responsibility

• to develop a climate within Wiltshire LA whereby
  teachers feel confident to make assessment
  judgements about pupils progress firmly based on
  formative assessment strategies, using the
  summative tests as a tool for ratifying the
  assessments that are being carried out on a day
  to day basis

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Reminders of good practice

• Quality assurance

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While in school, LEED

• Look out for any good practice note it down and
  celebrate it with the school
• Generic assessment strategies
• Subject specific strategies
• Engage the teachers in discussion about what
  constitutes a particular level capture good
  practice
• Emphasise the importance of formative assessment
  capture good practice
• Discuss what strategies the school has in place
  to ensure consistent assessment judgements how
  do they moderate? Capture good practice

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Reporting levels

• NAA quote when assessing children at the end of
  key stage 1, teachers are reminded that there are
  no sub levels for either level 1 or level 3.
• Consequently, if an assessment is made that a
  child is working beyond level 2A then their
  attainment should be reported as a level 3 (or
  higher), even if they are deemed to be working
  just into level 3.
• This is in line with the best fit model of
  assessment.

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Involve teachers in the discussion

• Very good practice is when all the teachers
  involved in year 2 are involved in the moderation
  discussion.
• We need to consider for next year emphasising the
  importance of having the teachers at the meeting
  as it ensures development of good practice and
  constitutes good CPD.

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Make use of all the time

• How long should a visit take?
• No set time it depends on the individual school
  and the circumstances. However, half a day is
  allocated to each school and each moderator is
  paid a full day so there should be plenty of time
  to have full discussion this is an excellent
  form of INSET and coaching

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• If the moderators judgement continues to differ
  from those of the school after discussion with
  the head the LA has the statutory right to
  substitute their assessment for that of the
  school.

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Evaluation meeting

• Date for your dairy 13th July 2009
• 1 pm 4 pm