First off, it’s good news for you. The new framework for KS1 moderation goes a long way towards ending the uncertainty and confusion around ‘interim’ guidance. Plus, if you’ve been teaching maths for mastery in your classroom, you’re more prepared than you think.
When it comes to KS1 moderation: if you stay ready, you don’t have to get ready. Now that that the 2018-19 KS1 Teacher Assessment Framework is up and running, you have everything you need to future-proof your plans.
Getting up to speed with the 2018-19 framework
The first step in planning for moderation is getting to grips with the new framework.
Changes to the ‘pupil can’ statements mean that the statements are a better fit with the national curriculum and a clearer reflection of day-to-day classroom practice. Essentially, the statements are a better match with what you teach and how you teach it.
But who has the time to look at the old and new frameworks and compare notes?
It’s important to remember that the teacher assessment framework is for end-of-key stage assessment and doesn’t cover the full curriculum. Your school can adopt your own approach to assessment and preparing for moderation can sit alongside your usual practice.
Let’s look at some key things to keep in mind when creating your moderation policy.
Gathering evidence shouldn’t disrupt teaching
When it comes to gathering evidence, think quality over quantity. A single piece of work might be all the evidence you need to support a judgement. An effective policy should outline when it’s necessary to collect data rather than overloading teachers with evidence gathering for the sake of it.
Making judgements not tracking progress
The framework is not a formative assessment tool and shouldn’t be used to track progress. You have the freedom to assess your students in your own way. Your ongoing assessment should follow your school’s policy and shouldn’t be dictated by the framework.
The curriculum always comes first
Your pupils’ knowledge will be broader than the assessment framework. Evidence collection should come from teaching the curriculum and you shouldn’t need to collect evidence solely to inform a judgement. Resist the temptation to place a greater emphasis on the framework objectives than the other curriculum objectives.
Last but not least, trust your instincts
The exemplification materials show how ‘pupil can’ statements might be met, they don’t specify the evidence expected or impose teaching methods. If you’re confident in your judgements, you won’t need to refer to the exemplification materials.
Moderation is a key part of teacher assessment. It allows teachers to benchmark their judgements and provides an opportunity for professional development. The process of gathering evidence and making judgements doesn’t have to derail your teaching practice. In fact, it can support it.
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