Contributed by:
One of the points to be discussed:
First Step - Can teachers present evidence to show where a child is working? Second step - moderation Literacy Co-Ordinator observes group Peer observations Video used within year groups, key stages, whole school staff meeting,
1.
Co-ordinator
network – reading
and maths moderation
3.
Do teachers know the answer
to questions like this ?
So why do you think
Ayesha is working at
L3/Y3 age related
expectations ?
What evidence have they got ?
4.
Making assessment judgements . . .
• Do teachers have a good understanding of
the assessment criteria
• Do teachers use the evidence well ?
• Do teachers know their children ?
5.
Gathering evidence
•Phonics tracker/individual phonics assessment - on
•Guided reading sessions which deepen children’s
comprehension skills
•Assessment during guided reading – Bradford Reading
•Independent tasks during guided reading to be linked to a
previous or future guided reading session (one group could
be reading for pleasure)
•Reading Journals
•Video/audio recordings
•Pupil scripts
6.
Using the current version of the Bradford
Reading Record, look at the progression of
inference across the reading levels . . .
What are your observations ?
7.
Higher expectations
• Y1 2c
• Y2 2a
• Y3 3b
• Y4 3a
• Y5 4b
• Y6 5/6
8.
1c/Y1 – basic inference – who is speaking ?
1b/Y1 – simple deductions with support from prompts
1a/Y1 – prediction and character traits
2c/Y1 – reasons for predictions/relates incidents to own
experience
2b/Y2 – predicts from reading experience/makes simple
inferences about thoughts and feelings
2a/Y2 – confident predictions based on wider reading
experience
3c/Y3 – sensible reasons for predictions about plot and
character/makes connections across a text
3b/Y3 – justifies ideas and predictions/links ideas across
texts more confidently
3a/Y4 – infers meaning in text using clues from action,
dialogue and description
9.
• 4c/Y5 – can pull out main themes and ideas/can
empathise with characters and understand their
actions
• 4b/Y5 – begins to refer to text to support opinions
and predictions about moods, messages, feelings
and attitudes/begins to identify explicit and implicit
points of view
• 4a/Y6 – is more confident with above
10.
Bradford Reading Record
Now linked to the new national curriculum !
What does progress look like from Y1 – Y6 ?
11.
Moderating assessment judgements
First step - can teachers present evidence to
show where a child is working ?
Second step - moderation
•Literacy Co-ordinator observes group
•Peer observations
•Video used within year groups, key stages,
whole school staff meeting, LAP
24.
Case study –
Primary (mixed
ability group of
Y2 children – 2c,
2b, 2a)
32.
• Children read aloud
• Children shared the text with each other
• Questions were discussed by the whole
group (nc)
• Children had a go at summarising (nc)
• Children discussed author’s language
choices
• Writing was linked to reading
• Reading for enjoyment was a continuous
thread throughout the session
33.
Record responses
a b c
d
f e
34.
Recording responses
Question Bruno Mark Paloma Ellie
Retrieval
Inference
etc…
35.
• Do children’s formative assessment levels
match their test outcomes ?
• Children in KS2 need to know how to write
the answer to a question
• This should be regularly modelled by
teachers
• Children should be given lots of opportunities
to practise writing answers to questions
36.
Ask teachers to have a go . . .
• Using a text they have brought, ask them
to think of some AF3 questions relevant
to the children in their class using the
progression in the Bradford Reading
Record
37.
Gap tasks for teachers
• Use the text to gather evidence for groups of children
• Use the Bradford Reading Record to assess and to
plan next steps
• Bring the Bradford Reading Record to the next staff
meeting and be prepared to feed back
• Link guided reading texts to the current Literacy unit
39.
Do teachers know the answers
to questions like this ?
So why do you think
Sophie is working at
L2a/Y2 age related
expectations ?
What evidence have they got ?
40.
Listen . . .
• Does the teacher have a good
understanding of the assessment criteria
• Does the teacher use the evidence well ?
• Does the teacher know his/her children ?
41.
Gathering evidence for maths
• Distance from learning
• Prior learning assessments are secure
evidence
• Starters activities
– Try and be systematic – diary in 2 weeks after
teaching
– Allows ‘plate spinning’
– Use open ended questions
• Guided group sessions (word of warning)
42.
Starter activity
• 2 weeks after teaching check understanding
e.g. sequencing numbers
• What would you expect of level 1 children?
– 2c children?
– 2b children?
– 2a children?
– Level 3 children?
• What could you ask? Discuss
44.
Low level 2 - sequences
• Recognise numbers in the 2s, 5s, 10s
sequences
45.
Securing level 2 - sequencing
46.
Sequencing – what would a question
look like?
Write the missing numbers in each of these patterns.
• 22, 24, 26, _ ,_
47.
Level 3 sequencing question
Here are the first five numbers in a sequence.
1st 2nd 3rd 4th 5th
420 400 380 360 340
The sequence continues in the same way.
Write the number that will be 10th in the sequence.
48.
Sequencing – ask an open
• Closed • Open
• What number comes • Make up some
next? number sequences
5, 10, 15, _ that have 20 in
them. Describe your
sequences.
Opening up questions
49.
Sequencing – ask a reasoning
• Spot the mistake:
• 45,40,35,25
• What is wrong with this sequence of numbers?
• True or False?
• I start at 3 and count in threes. Will I say the number 13?
• What comes next?
• 41+5=46 NCETM –progression
• 46+5=51 documents with reasoning
• 51+5=56 questions
50.
Sequencing – ask a probing
51.
So, what would a good maths
moderation session look like?
• Show a range of children’s skills
• Have open ended / probing/ explain/
reason questions… no ceiling
• Have readily accessible resources
• Allow the teacher or moderator the
opportunity to ask follow up questions
52.
For example:
This morning…I felt in
my purse and there
were only 4 coins. I
wonder if I have
enough money to buy
a school lunch? What
could I have in my
53.
Record responses
a b c
d
f e
54.
Recording responses
Question Lisa Bart Maggie Millhouse
23 + 18
No. bonds
to 10
Order 2
digit no.
Recognise
3 digit No.
Etc.
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