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It was helpful to see how much of the standard we are actually covering this semester. We were able to have some conversations about how much weighting we would place on certain skills depending on how much time was spent on them.

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With 6 strands being covered by the Grade 6 students in semester 1, what would be the best approach to average out the level in a way that is truly reflective of the students abilities.

Stella & Colin

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Using the VCAA helped the process (Rozenn)

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It was good to have time set aside to discuss how scores may be aggregated as a team, ensuring we agree what strands or concepts should be weighed more heavily than others.

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We will able to highlight and discuss different skills we have looked at with the kids and decided on a progression point if they meet each required area.

We need to collocate student data so that we can triangulate and then further moderate with the team

Still wondering how we will weigh the different areas of maths. How we are able to choose one progression point for a student stronger in spacial over number

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Being able to access the standard and identify how much you've taught. Then using that to find in the curriculum (content descriptors) what specifically you should have taught and need to teach before the end of semester 1. E.g. not just 'I need to teach addition, but what strategies exactly should I be teaching'.

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As an observer, it would be great to work with the same group during report writing & moderation to understand challenges and for my own learning.

What part can I play/how can I help?

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It was helpful to be referred to the VCAA website to access the A-D curriculum for students working below 0.5.

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worked- developing a stronger sense of understanding for curriculum 2.0 and figuring out ways to effectively triangulate

supports- checking in with leadership and Fiona to help with moderation

having the data wall and triangulated data in front of us

wonderings- will we be consistent as a school in relation to moderating student data?

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We built a much stronger understanding and revised the curriculum for our year level. We clarified and formed consistent understandings.

I think the supports are in place to form teacher judgements regarding progression points.

I am curious to see how the data will look when we have all the student data in front of us and as we form profession points.

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Worked well: Discussing with our team

Supports needed: Ensuring that every team is on the same page with the approach we will use (Grade 3s feel we need to weigh Number more heavily than other strands)

Questions: Can a child be a Level 3 in Semester 1 if we haven’t covered the whole standard?

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Group discussion brought up lots of questions we still have about this process. Moderation in teams will be an important part to ensure consistency.

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From this PL I see/understand the value/importance of an on balance judgement more than I ever have. Traditionally, when we have triangulated for reports we have only used post assessments for each unit, PAT & MOI. This term I have worked on using anecdotal notes to bring into this judgement. However, because we have been more focused on ensuring we have enough anecdotal notes, I am now wondering if we do not have enough post assessments to use for triangulation.

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It was effective having the Achievement Standard and highlighting what we have and haven’t taught. Also it gave us a guide of what evidence we have and need to collect for moderation and reporting.

Galen and Andrea

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How can we mark students higher that expected level mid year when we haven’t taught all of the skills at that level (compared to being able to previously mark them above in number but not overall in every level).

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How can we mark students higher that expected level mid year when we haven’t taught all of the skills at that level (compared to being able to previously mark them above in number but not overall in every level).