Supporting Internal Standardisation and Moderation

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Supporting Internal Standardisation and
Moderation

• Welcome
• Learning Outcomes of this Session are to raise
  awareness of
• the use of the Levels of Progression to support
  teaching and learning
• the need to plan for assessment opportunities
• the importance of Internal Standardisation
  including the use of CCEA Assessment Tasks.

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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
Summative Judgement
CCEA Tasks Activities
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Supporting Internal Standardisation and
Moderation The Format for today.

• An example of how one school planned to assess.
• Activity 1 Use the LoP for Reading and Writing
  to set the standard.
• An example of Internal Standardisation including
  use of CCEA Tasks.
• Requirements for External Moderation.
• Activity 2 Preparation of an element of a school
  portfolio.
• Making a Summative Judgement.
• Timetable
• Support and Resources.

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Planning to Assess
Whole school, learning, teaching and assessment  

• Assessment is integral to the teaching and
  learning process.
• How can you plan to assess?

Planning to Assess
Formative Assessment
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An example of how to plan to assess
T S P C
C C S
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Reflection

• Reflection
• What topics lend themselves to assessment
  opportunities?
• How can I plan to build in assessment
  opportunities in Communication each term?
• How can I record these assessments in a
  manageable way? http//www.nicurriculum.org.uk/ke
  y_stages_1_and_2/assessment/assessing_cross-curric
  ular_skills/resources.asp

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Setting the Standard for Internal Standardisation

• Activity 1Examine the Levels of Progression
  
• for Communication to set the standard.
• Levels of Progression for Reading in context of
  Character Studies through the levels.
• Levels of Progression for Writing in context of
  procedural writing through the levels.

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Levels of Progression Summary for Reading
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Standard Setting Reading Character Study

1. She recounted the abseiling incident.
2. The pupil read aloud to her group.
3. The pupil selected information such as Biscuits
   is fat. The pupil used alphabetical order when
   using a thesaurus.
4. The pupil knew the novel was a fictional story.
5. The pupil discussed with her group why the
   character was greedy. She expressed her opinion
   about Biscuits when she said and brave when he
   went abseiling.

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Standard Setting Reading Character Study

• Activity 1
• Using the LoP for Reading and the Ready Reckoner,
  sort the three character studies into levels.
• Identify examples of the requirements within each
  piece of work to support your decision.

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Levels of Progression Summary for Writing
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Standard Setting Writing Procedural Writing

• Standard Setting Writing Procedural Writing

• He talked with the teacher about what he was
  going to write. Pictures to help were on the
  interactive whiteboard.
• The pupil was asked to
• check that he had
• included bossy words.
• Writing prompts were
• provided by the teacher.

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Standard Setting Writing Procedural Writing

• Standard Setting Writing Procedural Writing

2. He recalled how he had built a snowman. He
used simple bossy verbs such as get and
set. The pupil has organised his writing
appropriate to the form. Words such as first,
then and next were given to help with the
structure. The pupil has shown elements of level
3 in using supporting detail.
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Standard Setting Writing Procedural Writing

• Standard Setting Writing Procedural Writing

1. Pictures on the IWB supported the pupil in using
   the given form.

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Standard Setting Writing Procedural Writing

• Standard Setting Writing Procedural Writing

1. Full stops and capital letters throughout the
   piece. All familiar and common words correctly.
   Skarf has been spelt recognisably. Handwriting
   is easily read.

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Standard Setting Writing Procedural Writing

• Activity 1
• Using the LoP for Writing and the Ready Reckoner,
  sort the three pieces of procedural writing into
  levels.
• Identify examples of the requirements within each
  piece of work to support your decision.

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Internal Standardisation

• Using the Levels of Progression for Communication
  as the standard measure.
• Teachers in your own school coming together to
  agree standards.
• Common agreement on the standard.
• Building CCEA Assessment Tasks into your Internal
  Standardisation.

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CCEA Tasks and Exemplification Where to find
them
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CCEA Tasks and Exemplification Where to find
them
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Support Whats new

• 25 new pieces of Communication with commentaries.
  These include
• Level 5 Exemplar portfolio (6 pieces)
• Five new CCEA Reading Tasks (4 of these are text
  based)
• Biographical Writing Levels 3 to Level 5
• Procedural Writing Levels 2 to Level 5
• Character Studies levels 2 to Level 5
• Additional Exemplar material e.g. Running Wild
  (Level 4 Reading Book Review), Questions for Mr
  Tom, (Level 4 Reading) etc.

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CCEA Tasks Whats New

• There are 5 new Reading Tasks across a range of
  levels.
• http//www.nicurriculum.org.uk/TSPC/the_think_pack
  /storybooks/wise_up_and_think.asp

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Purpose and Use of CCEA Tasks

• CCEA Tasks
• support teacher assessment judgements
• are one element of on-going teacher assessment
  and are not to be done as tests
• as well as other classroom assessment activities,
  may assist with Internal Standardisation and will
  also support your judgements about your pupils
• tasks may be used across Key Stages 1 and 2
• provide pupils with an opportunity to demonstrate
  individual competences in the Cross-Curricular
  Skill being assessed.

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External Moderation School Portfolio Step 1

• Communication
• Each level will have 6 samples of work.

3 samples in Reading
3 samples in Writing
Schools may include up to three CCEA Tasks per
level (one reading, one writing and one other)
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School Portfolio Step 1

• Activity 2
• Using the Levels of Progression
• select 6 pieces of work suitable
• for inclusion within a school portfolio at
• Level 3.

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Summative Judgement by 15 May

• All three modes in Communication are assessed
• Pupils should demonstrate competence
• in most of the criteria at that level
• across the breadth of requirements
• in a range of contexts.

Summative Judgement (End of Key Stage)
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Timeframe for Step 1
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Step 2 Support

• Only for those schools whose portfolios have not
  been verified in Step 1.
• Will be supportive feedback.

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Assessment Checklist

• 1. Plan to use a range of Assessment Activities
  within your planning.
• 2. Aim to use CCEA Tasks which link to your
  planning.
• 3. Plan activities which reflect the Levels of
  Progression.
• Involve all teachers in the planning of
  assessment opportunities.
• Carry out Internal Standardisation as part of
  your practice.
• 6. Collate 6 pieces of work for each level you
  intend to report in May. A school portfolio
• should contain for each reported level
• 3 Reading
  3 Writing
• Schools may include up to three CCEA Tasks per
  level
• (one reading, one writing and one other)
• 7. Use the CCEA coversheets to record task
  details and reasons why a level has been
• awarded.
• 8. Include the Declaration of Internal
  Standardisation (EMA1) form in your submission.

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Resources
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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 - School
  Portfolio
• http//www.nicurriculum.org.uk/key_stages_1_and_2/
  assessment_task exemplification/index.asp
• Assessing the Cross-Curricular Skills -Talking
  and Listening Exemplification
• http//www.nicurriculum.org.uk/key_stages_1_and_2/
  assessment_cross-curricular skills/communication/a
  pplying the levels talking and listening/index.asp
  

Janice MacArthur 028 90261200 Ext. 2631
keystagequeries_at_ccea.org.uk
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