Assessment and moderation
Moderation is an integral part of assessment ensuring that standards are consistent among teachers, schools and LAs and that they are maintained from year to year. In order to ensure accuracy and consistency in judgements, there are various processes a school may engage with.
|Formative assessment||Teachers make day-to-day professional judgements on children’s progress and attainment to inform next steps in learning.|
|Standardisation||A professional development activity where teachers secure their understanding of national standards. Where there are differences, teachers must review their judgements and align them with national standards.|
|Teacher Assessment||Following standardisation, teachers make informed judgements about children’s summative attainment against national standards. Teachers must base their teacher assessment judgement on a broad range of evidence across the curriculum for each pupil.|
|School moderation||With colleagues in school, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency.|
|School cluster/ collaborative moderation and / or LA moderation events||With colleagues from other schools, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency. Disagreement must be resolved to ensure that all judgements are in line with national standards and may require revisiting all previous teacher assessment judgements.
The TA frameworks only cover key aspects of assessment within Y2 and Y6. These will be used for external moderation purposes. For other year groups, teachers will need to refer to national curriculum programmes of study.
|External statutory moderation||Visits by LA external moderators to review teachers’ judgements across the range of attainment to ensure that teacher assessments are accurate and in line with national standards. If judgements are not validated by the external moderator, the moderator will explain what needs to be done to ensure the judgements are valid. Any changes to data will need to be resubmitted. The school must not resubmit TA data after the deadline without the authorisation from STA or the LA.|
DfE have issued an invitation to heads of schools to offer them the opportunity to voluntarily participate as an early adopter of the revised EYFS framework in academic year 2020/2021. They are asking schools to confirm participation at this early stage (by 7 February) to prepare for early adoption, once final policy decisions have been made.
We have decided to cancel the head reacher early years briefing, 9 March, and attach some reflections for your consideration and to help with your decision-making.
Schools will need to respond to the DfE invitation before the planned March meeting. Early years leaders and managers meetings (spring 2020) will explore the way forward and share arrangements to manage the change. Apologies for the cancellation, but this invitation has been issued ahead of the spring consultation response.
Key stage 1 science moderation will now take place on 5 December 2019, 1.30-4.00pm at Sans Souci (originally 12 December - am).
Lower key stage 2 science moderation will now take place on 11 December 2019, 1.30-4.00pm at Sans Souci (originally 13 December - am)
The upper key stage 2 session remains unchanged and will take place on 13 December 2019 1.30-4.00pm at Sans Souci.
To book on any of these sessions, please email firstname.lastname@example.org.
These materials were produced by the Solihull primary mathematics forum following a questionnaire sent to schools, auditing Solihull primary schools’ needs.
Mathematics leads requested support for staff in assessing greater depth in mathematics. The decision was taken to initial provide exemplification for years one and four and to target three of the most difficult areas to assess at greater depth. Maths leads were asked to discuss with their staff which objectives were the trickiest to assess and this information was fed back to the forum. The three most popular objectives for each year group were selected and materials provided in these areas.
- Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
- Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems
- Recognise and name common 2D and 3D shapes, including 2D shapes [for example, rectangles (including squares), circles and triangles] 3D shapes [for example, cuboids (including cubes), pyramids and spheres].
- Complete a simple symmetric figure with respect to a specific line of symmetry.
- Recognise and show, using diagrams, families of common equivalent fractions.
- Count backwards through zero to include negative numbers