Collecting the Evidence: Network of Performance-based schools, by Lorna Earl PDF
Connecting Classroom and Large Scale Assessment: The CLR Moderation Process
Looking Collaboratively at Student Work: An Essential Toolkit, by Kathleen Cushman
Monographie - L'harmonisation de l'évaluation, une collaboration pour évaluer le travail des élèves PDF
A Resource of Curricular Units, Student Work, and Commentary, by Philadelphia Teachers
Structure Regular Time for Teams to Examine Data and Student Work
Teachers Learn from Looking Together at Student Work
Teacher Moderation Monograph PDF
Viewing Guide PDF
Teacher Moderation: Collaborative Assessment of Student Work
Webcast: September 10, 2007Streaming Video on Demand
Teacher Moderation: Collaborative Assessment of Student Work
(Length: 1 hour 29 minutes)
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Segments
Introduction
Ann Perron
(Length: 1 minute)
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Part 1: The Teacher Moderation Process
Mary Reid
Overview of the Assessment Process
(Length: 3 minutes)
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Dr. Douglas Reeves
Collaborative Scoring of Student Work
(Length: 5 minutes)
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Teacher Moderation Session 1
(Length: 6 minutes)
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Teacher Moderation Session 1: Debrief
(Length: 6 minutes)
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Part 2: Toward Improved Student Achievement
Planning for Next Steps
(Length: 5 minutes)
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Mentoring the Learning
(Length: 5 minutes)
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Determining a Teaching Focus
(Length: 3 minutes)
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Student/Teacher Conferences
(Length: 3 minutes)
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Part 3: Instructional Stategies That Meet the Needs of All Students
Read-Aloud
(Length: 7 minutes)
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Shared Reading
(Length: 5 minutes)
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Guided Reading/Guided Writing
(Length: 13 minutes)
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Interventions
(Length: 6 minutes)
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Independent Writing and Reading
(Length: 3 minutes)
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Summative Task
(Length: 3 minutes)
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Part 4: Assessing the Impact and Planning Next Steps
Teacher Moderation Session 2
(Length: 11 minutes)
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Teacher Moderation Session 2: Debrief
(Length: 4 minutes)
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Conclusion
Ann Perron
(Length: 1 minute)
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Additional Viewing Options
Dr. Allan Luke
(Length: 4 minutes)
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Dr. Douglas Reeves
(Length: 16 minutes)
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Teacher Moderation Session 1
(Length: 31 minutes)
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Teacher Moderation Session 1: Debrief
(Length: 5 minutes)
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Lucy West
(Length: 9 minutes)
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Assessment has an impact on student learning. It influences the teacher's instructional decisions and informs the student as to his or her strengths, needs, and next steps. Assessment is a complex process and it is challenging to ensure that assessment is fair, valid and consistent for all students. One way to work toward consistently effective assessment practices is through a process called teacher moderation.
During this webcast, you will explore the teacher moderation process through the experiences of three Junior-division teachers as they come together to compare, confirm, and adjust judgments about their students' work. You will see how they collaborate to establish a shared understanding of the levels of achievement and of what learning or gaps in learning are revealed in each student's work. After analyzing the students' work samples, conferring with each other, and referring to anchors, rubrics, curriculum documents, and support materials, the teachers collaboratively determine where students should be and then "design down" to plan the next steps required to move the students forward in their learning.
The following questions are intended to stimulate reflective dialogue and practice focused on improving student learning and achievement.
- What actions could you take to support consistency in assessment practices at the classroom level and school level?
- What do you presently do to ensure that interventions are precise, prompt, and effective?
- What further actions can be taken to make interventions work effectively?
- What happens when the interventions do not work?
- What is the school's plan to support students who continue to experience difficulty?
- How do you assess whether your next steps are working?
- Explain why "design down" is an effective way of planning.
- How do you include students in the assessment process, and how will you assess their metacognitive development?
- Considering the essential role that feedback plays, what ideas are you going to take back to your site to encourage teachers to give feedback that promotes learning?
- What are the key benefits of the teacher moderation process?
- What actions will you take to promote this process with your colleagues?
Looking at student work has the potential to expand teachers' opportunity to learn, to cultivate a professional community that is both willing and able to inquire into practice and to focus school-based teacher conversations directly on the improvement of teaching and learning.
Phi Delta Kappan 85(3), Nov. 2003, pp. 229
Featuring:
Dr. Douglas Reeves, founder of The Centre for Performance Assessment
Bluewater District School Board
Mary Reid, principal
Walkerton P.S. and Brant Township P.S.
Mary Lynn Bray, Grade 4/5 teacher
Karen Plaxton, Grade 3/4 teacher
Neil Gowan, Grade 6 teacher
For technical specifications and other details on accessing this webcast, please visit the Video Feed page.
Hosted by the Literacy and Numeracy Secretariat in partnership with Curriculum Services Canada