Sharing standards in Morgan Academy ASG, Dundee
Focus and context
Assessment OF Learning
- Staff talk and work together to share standards in and across schools.
Curriculum area(s): modern languages, P6-S2
Project summary
A group of teachers representing each school in the Associated Schools Group (ASG) met on several occasions between December and June to carry out a funded project dealing with moderation in Modern Languages. The main aim of the group was to produce materials that would help both teachers and pupils to make sound judgments about what constitutes attainment of levels C-E in 5-14 Modern Languages.
Case study extract
We started by identifying the following points for action:
- familiarisation with 5-14 guidelines
- understanding and agreement of the main skills to be achieved within each level
- application of formative strategies within a modern languages lesson.
Before any attempt was made to produce materials, a writing moderation exercise was carried out. This was based on materials gathered nationally and certainly proved useful. At the end of it everybody felt that their understanding of the guidelines was better.
Formative assessment strategies were then discussed, and we felt the following could be used in a modern languages lesson:
- clearly displayed learning intentions and success criteria
- the use of mind-maps to show the ‘big picture’ of a particular topic
- traffic lighting a checklist of vocabulary and grammar in preparation for summative assessment
- red, amber and green tubs to encourage the learning of vocabulary
- self and peer assessment
- the use of learning logs.
The group then agreed to focus on the production of self-assessment materials. Following discussion, it became clear that two separate sets of these materials would need to be produced, in terms of targets for vocabulary and for skills. It was felt that vocabulary targets would be of particular use in primary schools, especially in the initial stages, with the skills targets being of more use in the latter stages of primary and in S1 and S2.
The materials were designed to encourage pupils to think about what they have learned and what they can do with confidence. In practice, the sheets provided a focus for discussion between teacher and pupil, enabling next steps to be planned.
The vocabulary targets were drawn from our local authority syllabus (for P6-S2) and are for both French and German, the languages taught within the cluster. The skills targets provided examples of what might be expected for each strand within each 5-14 level, based on the national guidelines; but these are by no means prescriptive and they are non-language specific.
Evaluation
In general the project has strengthened primary-secondary liaison. The funding was used to support research by teachers, and to compensate for meetings held after school hours where they shared ideas, discussed classroom practices and took steps towards sharing the standard through scrutinising pupils’ writing.
Next steps
The materials to support targets in vocabulary and skills will be trialled and reviewed. Members of the ASG are to present a workshop at an authority forum, sharing their practice with colleagues.
Points to consider
- How often do teachers refer to national guidelines (or other appropriate criteria) as part of their assessment and moderation practice?
- To what extent can sharing success criteria with pupils and encouraging self-assessment support a moderation process?
- This group used nationally available materials rather than their own pupils’ work as the basis for a moderation exercise. How could you use the national guidelines as a basis for standardisation?
Date posted October 2006
Contact details
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