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Framework
National Context
HGIOS 4, 2015
1.1 Self-evaluation for self-improvement
2.3 Learning, teaching and assessment
3.2 Raising attainment and achievement
Key messages for schools from HM Chief Inspector of Education: August 2017
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Framework
The Framework aims to support assessment and moderation practice and should
underpin effective assessment practice in schools. It reflects guidance from a range of
sources:
The Moderation Cycle offers clear guidance on effective assessment practice (Appendix 1).
Education Scotland CfE: Making Good Assessment Decisions 3-18 gives clear guidance on valid,
reliable and management assessment practice to support teacher judgement and consistency of
practice (Appendix 2).
Education Scotland Benchmarks set out clear lines of progression in learning and relate to the
experiences and outcomes. The Benchmarks embed previous guidance such as Significant
Aspects of Learning and incorporate curriculum organisers, experiences and outcomes to
support planning for learning, teaching and assessment. These should be referred to when
making a professional judgement about achieving a level and also during professional dialogue
around progress.
Schools, Learning and Education support materials also form part of the Framework
including:
By June 2018 similar strategy, rationale and pathways will be available for all curricular areas.
Establishments will also use their own progression pathways to support the assessment process.
These pathways will provide examples of evidence and further detail of progression through the
significant aspects, themes and learning statements.
Establishments will create the conditions for effective learning, teaching and
assessment:
Involve learners regularly in dialogue about their progress and next steps.
Use of relevant, real-life and enjoyable contexts and resources which build upon children and
young peoples own experiences.
Ensure effective direct and interactive teaching.
Use of responsive planning to harness the motivational benefits of following children and young
peoples interests.
Provide opportunities for collaborative working and independent thinking and learning.
Make meaningful links for learners across different curriculum areas.
Embed the principles of Assessment is for Learning.
Provide frequent opportunities to communicate in a wide range of contexts, for relevant
purposes and for real audiences within and beyond places of learning.
Develop problem-solving skills and approaches.
Promote appropriate and effective use of ICT.
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Assessment
Establishments will have clear approaches to assessing learning progress and achievement.
Assessment approaches will be matched to the needs of learners as part of the continuous process of
planning for learning and teaching. This will reflect breadth, challenge and application of learning
and will gather and triangulate assessment evidence.
Assessment must be valid, reliable, fair and manageable for all involved and must be consistently
applied. These approaches will reflect national guidance including Building the Curriculum 5 and
HGIOS 4.
Plan assessment as part of learning and teaching rather than as a bolt on.
Teachers professional judgement on childrens progress and the achievement
of curriculum levels in literacy and numeracy should be based on a range of
assessment evidence and moderated with colleagues. Most of this evidence is
normal classwork, discussion with children or observation. From August 2017,
use the Scottish National Standardised Assessments (SNSAs) to support
professional judgement. HM Chief Inspector, August 2017
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Building assessment confident staff who:
Staff and children will gather evidence from observation and dialogue, learner profiling, teacher
assessments, peer learning visits, standardised assessments, tracking spreadsheets or assessment
profiles (Appendix 3).
School leaders will meet with class teachers regularly to discuss and track learner progress and
achievement, with a focus on target/attainment projections of achievement of a level. Agreeing
actions to raise attainment will be an integral element of this professional dialogue (Appendix 4).
Primary establishments will record progress within a level for all children P1 P7, e.g. F1, F2, F3 or
F, F or F or similar (Appendix 3).
Secondary establishments should have clear systems for recording progress in learning e.g. profiling.
A small number of children and young people will be working towards individual milestones and
progress in learning should be recorded appropriately.
Achievement of a Level
By achievement of a level we mean the learner has achieved a breadth of learning across the
experiences and outcomes for a significant aspect of learning, has responded consistently well to the
level of challenge set out in these experiences and outcomes, has moved forward to more
challenging learning in some aspects; and can apply what they have learned in new and unfamiliar
situations.
Establishments will submit teacher judgement of achievement of a level projections for all children
each October and April. Primary establishments will update records of achievement of a level for all
children annually in May. For children P1, P4 and P7 this data will be submitted to the Local Authority
in June (Appendix 5).
Secondary establishments will submit data for all S3 pupils annually in May. This will be recorded via
the SEEMiS system.
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Teachers need opportunities to:
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Scottish National Standardised Assessments (SNSA)
From August 2017, national standardised assessments have been introduced to all schools across
Scotland in aspects of reading, writing and numeracy, for all children in P1, P4, P7 and S3.
The results from the standardised assessments provide an additional source of nationally consistent
information to inform teachers professional judgement, both when planning next steps and when
considering whether children have achieved Curriculum for Excellence levels.
The national standardised assessments are a diagnostic tool which sits alongside a wide range of
other evidence, including ongoing classroom assessment of all aspects of literacy and numeracy.
Taken together, ongoing assessment information and national standardised assessment results will
provide a more complete and balanced picture of how children are progressing, giving teachers the
information they need to support every child to succeed.
An assessment calendar, reflecting the suggestions from headteachers regarding timeframes for
administering the SNSA has been developed for Stirling schools and will be issued annually.
Streamline Assessment
The introduction of the SNSAs is a good time to review and where necessary
reduce the assessment burden on children. For many children, switching to the
SNSAs will mean a significant reduction in the time they spend on standardised
assessment. In secondary schools effective assessment helps teachers be sure
that learners are achieving the standards expected at third and fourth
curriculum levels. This will provide a robust basis on which to make choices for
national qualifications in the senior phase, and at the appropriate levels.
HM Chief Inspector of Education, August 2017
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Guidance on Using the Benchmarks
Education Scotland Benchmarks and Curriculum for Excellence experiences and outcomes are the
key resource which schools should use to plan learning, teaching and assessment. These Benchmarks
will also be used as the standard for moderation of achievement of a level in literacy and numeracy.
They streamline and embed a wide range of existing assessment guidelines including
Significant Aspects of Learning and progression frameworks into one key resource:
Effective monitoring, recording and tracking processes look at the learner holistically and are
informed by assessment of evidence related to the Benchmarks and gathered from the four contexts
for learning. Teachers must be able to demonstrate confidence in their assessment of learners
through a body of evidence to support their professional judgement.
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Moderation
Moderation is integral to planning, learning, teaching and assessment. The
process of moderation is not an activity that happens only at the end of a block
or year. Teachers and practitioners, with senior leaders regularly consider a
range of assessment evidence which demonstrates how well children and
young people are making progress and achieving their potential.
CfE A Statement for Practitioners from HM Chief Inspector of Education, August 2016
All establishments will implement a clear moderation process within schools and across learning
communities (Appendix 6).
This includes:
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Evidence
Achievement of a level cannot be determined by evidence related to an individual outcome or
provided by a single isolated piece of work or test. It should be holistic assessment demonstrating
understanding as well as knowledge.
A quality body of evidence from across the four contexts of learning is used to support assessment
judgement and decisions about next steps. However, teachers should not spend onerous time
gathering evidence.
Record of Moderation
Establishments should record moderation activity which will be taken forward for learning
community moderation and again at Local Authority (Appendix 12).
QAMSOs will share moderated samples for annual national moderation lead by Education Scotland.
This Assessment and Moderation Framework will be reviewed and refreshed to reflect national
developments in assessment.
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References and Useful Links
Achievement of a Level poster
https://education.gov.scot/improvement/Documents/achievement-of-a-level-poster.pdf
Delivering Equity and Excellence in Scottish Education A Delivery Plan for Scotland
http://www.gov.scot/Resource/0050/00502222.pdf
Key messages for schools from HM Chief Inspector of Education, August 2017
https://education.gov.scot/improvement/Pages/keymessagesforschoolsAug2017.aspx
Moderation Hub
https://glowscotland.sharepoint.com/sites/PLC/moderationhub/SitePages/Home.aspx
SNSA website
https://standardisedassessment.gov.scot/
SNSA Parents/carers
https://standardisedassessment.gov.scot/parents-and-carers/
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Appendix 1
Moderation Cycle
https://education.gov.scot/improvement/assess33-the-moderation-cycle
Appendix 2
Learning and teaching Discussion of specific pedagogical approaches and issues which
strategies and will support learning in specific areas.
approaches Opportunity to ensure focus to support/challenge individual
teachers practice in relation to planned professional learning as
agreed at PRD.
Concerns/issues/action Opportunity for discussion of any other areas and actions for teacher
points and line manager to undertake to support learning and pupil
progress.
Please see attached guidance notes for SEEMiS Achievement of CfE Level module for recording and
submission of Teacher Judgement.
By Friday 11th May Summary percentages for achievement of a level at P1, P4, P7 and S3
2018 moderated within learning communities according to Schools,
Learning and Education Services Assessment and Moderation
Framework.
Schools send summary percentages for achievement of a level at P1,
P4, P7 and S3 to Local Authority Moderation Co-ordinator.
From Monday 28th School staff input final achievement of a level data for P1, P4, P7 and S3
May Monday 11th pupils into SEEMiS Achievement of CfE Level module.
June 2018
Monday 11th June HTs click the Create Snapshot button in SEEMiS Achievement of CfE
2018 Level module to submit the final TJ data.
HTs sign of submission by emailing confirmation of completion to the
Stirling Council Education Business Support Team at
scotxed@stirling.gov.uk.
Tuesday 12th June SEEMiS Achievement of CfE Level module data submission to be
Friday 22nd June recoded at Centre to map ScotXed coding.
2018
Appendix 6
Key features of
Key features of Peer
Leadership Team Key Actions Key Actions
Moderation Visits
Moderation Planning
At least one Identify focus curricular area, organiser and linked benchmarks for collegiate teaching
term in year block.
Teacher plan a block of teaching and assessment collegiately using agreed school/LC
focus area.
Teachers work together to review evidence of learning.
Teachers agree achievement of levels using benchmarks.
Term 2 Tracking and Monitoring meeting in November (school leaders and class teachers).
Review teacher judgements.
Professional dialogue:
Which children are/are not on track to achieve expected levels?
Which children are/are not making expected levels of progress?
Agree interventions for raising attainment.
Update achievement of a level tracker.
Term 3 Tracking and Monitoring meeting in February/March (school leaders and class teachers).
Review teacher judgements.
Professional dialogue:
Which children are/are not on track to achieve expected levels?
Which children are/are not making expected levels of progress?
Agree interventions for raising attainment.
Identify children whose learning will be moderated at LC level.
May Class teachers update achievement of a level data on agreed format (currently SEEMiS).
School leaders analyse Achievement of a Level data.
Professional discussions take place as appropriate.
May (during Local Authority Moderation Co-ordinator will provide opportunity for Moderation
exam leave) Co-ordinators across learning community to meet to:
Moderate validity of teacher judgement using evidence of learning from all learning
communities.
Evaluate consistency of moderation process.
Share examples of successful practice in moderation.
Reflect on process and create plan for following session.
Mid May Achievement of a Level data submitted using agreed format (currently SEEMiS) for
all children in P1, P4, P7 and S3 for local and national reporting.
Appendix 8
Evidence
Does the evidence allow the learner to demonstrate the application of their knowledge,
understanding and skills.
What information/evidence of learning do you hope to get from this evidence?
To what event does the evidence demonstrate how much and how well?
Do you have a range of evidence?
Evaluation of Learning
To what extent has the learner demonstrated they have:
Met the success criteria?
Demonstrated application of what they have learned in new or unfamiliar situations?
Feedback
To what extent are the learners getting purposeful ongoing feedback on their work?
To what extent is this based on SC?
How effectively does the feedback state what the learners next steps are?
How effectively could learner set appropriate targets from the feedback?
Next Steps
Reporting
To what extent are the childs statements reflective of the national standards as set out in the
benchmarks?
To what extent does moderation influence the language of reporting?
Appendix 9
What are the childs next steps towards achieving the level?
What else do we need to know?
How can this child be supported to make further progress?
Appendix 10
These approaches can assist schools to explore and share what effective learning and teaching in
literacy and numeracy looks like.
Appendix 11
Record of Moderation
School
Staff Member
Pupil Number
Curricular Area
Benchmark Organiser
School Moderation
School Moderation
Date of LC Moderation
Event: Curricular Areas for:
Moderation (tick):
Reading
Literacy Writing
and
English Talking and Listening
Gaidhlig
Key Messages/
Actions
Review of Assessment and Moderation Framework
Date Lead Officers(s)
Produced December 2016 Sally Kennedy, Team Leader
Updated August 2017 Sally Kennedy, Team Leader
Review August 2018 Sally Kennedy, Team Leader