|Reason for cancellation||Resources Unavailable|
|Event/course Code||EDU 17/544
|Event Introduction||The removal of national curriculum levels has afforded schools great freedom to assess pupils using their chosen methodology, beyond the statutory assessment points. However, with this freedom comes the anxiety about pupil progress, which is particularly felt across KS2. Following a successful trial during the spring term we are pleased to offer a further summer term Year 4 writing cluster meeting. These meetings aim to develop consistency of judgement in teacher assessment and to provide a benchmark for writing midway through KS2.
This session is for teachers who have already used comparative judgement before and attended our spring term session. Teachers must register to judge remotely for this session and do not have to attend – judging will be completed online at the same time as other Year 4 teachers.
In order to participate, delegates are required to electronically submit writing for one pupil prior to the meeting. Details of what to submit will be sent to delegates, once they register for this event.
Please ensure delegates are booked and confirmed as having places, before attending this event.
|Event Content||This meeting is recommended for Year 4 teachers to support a shared understanding of the expectations of pupils within this year group. They will be a valuable opportunity to share good practice between schools and consider to implications for teaching and learning.
Teachers will use comparative judgement to consider a range of writing submitted by all delegates. The underlying principle of comparative judgement is that we are better able to make comparisons between objects than, we are at making holistic judgements. For example: we can state which of two lines is longer, but would find it hard to determine their exact length; we can decide which of two sounds is higher pitched, but would find it hard to determine the exact pitch.
Comparative judgement has been seen as a way of replacing traditional criteria based assessments which are often complex to interpret, inherently subjective, and can lead over time to formulaic styles of response designed to meet the criteria. There has been a national pilot project set up to consider how comparative judgement might be used for writing moderation in future.
The session will be led by the assessment team from Achieving for Children (AfC).
|Event Learning Outcomes||By the end of the cluster meetings participants will be able to:
• Support colleagues in understanding the National Curriculum expectations for Year 4 writing
• Develop teachers’ judgements (back in their own organisation) in the assessment of writing
• Explain the use of comparative judgement methodology for assessing Year 4 writing
|Course categories||Curriculum Support|
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