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What I learned is to shape the way you think  rather than just change the way you do/complete it.

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We clarified the links between standardization of grading and scaffolding through year groups.

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https://isnsfaculty.com/standardization-policy/

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The Purpose of Standardization

Standardization is the process by which teachers at ISNS share their expectations and understanding of common criteria and standards with each other in order to improve the consistency of their decisions about student learning.

Standardization helps teachers to increase the reliability and consistency of the assessment information that they gather so that it can be used to guide and improve teaching practices and enhance student learning.

Standardization serves to ensure that teachers are accountable for accurate and consistent assessment of student work.

Internal Standardization

Internal Standardization is the process by which the assessments of a teacher are quality assured by another colleague(s) from the same subject or course. It is the process where teachers share their understanding of grading criteria in order to improve the consistency of their assessments across classes and grade level. Internal standardization takes place to ensure that the grading process is uniform and shares a consistent interpretation of the criteria of the International Baccalaureate MYP and DP.

There are two types of Internal Standardization:
Teacher to Teacher Standardization

Teachers will arrange a face-to-face meeting to share a range of assessments that have been completed by their students.

Copies of the work, devoid of comments and grades, will be brought to the standardization meeting by the teachers involved.

The sample of assessments must be reflective of the grade ranges produced by the students during this assessment task.

The standardizing teachers will use the appropriate rubric to grade the assessment tasks previously graded by their colleagues, and compare grades. It is important that none of the moderators are aware of prior grades awarded during the standardization process or awarded by others participating in the standardization process.

A discussion will then take place on the results of the standardization

The entire process should transpire prior to the grades being published to students and formally documented.

Please note that if a course is delivered by a single teacher it is the expectation that the grading of assessments is still standardized according to the above protocols.
Student to Student Standardization
Teachers empower students to grade their peers' work using the same process detailed above. Please note that Student to Student Standardization does not need to adhere to the final bullet point of Teacher to Teacher Standardization.

For student to student standardization to be successful, it is important that students are:

taught how to use criteria referencing

guided carefully through the criteria

provided with the guidelines for a best fit approach to criteria

coached on the use and definitions of wording used in the criteria descriptors

Student to Student Standardization is an important student-centered tool for learning. Teachers guide the standardization between students and help them to develop their understanding of the assessment criteria and expectations.

Student to Student Standardization has a direct, positive impact on teaching and learning as both teacher and student develop shared expectations and understanding of what quality work looks like and what criteria define it. Both students' and teachers' assessment capability can be powerfully enriched.

Standardization of Assessments

At ISNS each course within a subject is required to set a minimum of two assessments for each learning unit. Teachers will use the Teacher to Teacher Standardization method to internally standardize at least two assessments per semester.

Standardization of Personal Projects

1. All performances will be recorded by the supervisor assigned to that student

2. All project material, built or created, will be submitted to the supervisor assigned to that student

3. All project reports will be submitted to the supervisor assigned to that student

4. All final scores will be reported by the Personal Projects Coordinator only when all standardization exercises are completed and no inconsistencies are present.

Assessment Teacher groups will be preselected by the Personal Projects Coordinator. After the supervisor has submitted the first set of marks to the Personal Projects Coordinator, she will then give the student projects to the preselected teacher groups to assess the projects for the 2nd set of marks.

If inconsistencies are found, the MYP Coordinator will assess the project in question and report the findings to the Personal Projects Coordinator.

The Benefits of Standardization for Teachers

Making reliable and valid decisions across different points in the learning process is important, particularly when teachers teach common courses, publish learning updates and evaluations on student progress, or compare cohort data with historical information.

Standardization ensures that teachers make consistent grading decisions over time.

Consistent and secure standardization protocols used over time can prevent unreliability in grading in a number of ways:

Applying the same standardized protocols ensures consistency across the Secondary Division

Allowing the creation of sets of exemplars that can become external references used each year for benchmarking different levels of student achievement

Using the exemplars for teaching purposes with the students

Sharing the exemplars with new teachers so they can quickly acclimatize themselves to the teaching standards within the school.

Teachers change over time, but the standard and consistency of assessment must remain consistent if transcripts and school reports are to remain valid.

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The Purpose of Standardization Standardization is the process by which teachers at ISNS share their expectations and understanding of common criteria and standards with each other in order to improve the consistency of their decisions about student learning. Standardization helps teachers to increase the reliability and consistency of the assessment information that they gather so...

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We discussed about different ways of showing evidences of moderating the marking and assessment design.

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Needs more subject collaborations.

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How can we ensure solidarity in markings across different year groups and different teacher?

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How can we make sure our assessment meet IB standard，how can we moderate the assessments grades

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Allowing us to come together more often and to set practices that will be followed in years to come.

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IXL is a powerful tool that we can used for higher level classes.

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Enjoyed Chris' approach to standardization. Came up with some great ideas for next year.

"Superhero pose"

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How creative can we expect students to be given the Information overload of the internet?

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Is it possible to moderate assessment tasks from a subject different than yours or from an year level you don't teach? Being a small school there is the need of find creative solutions to be able to have a functioning system to moderate assessments.

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Needs to be started for our professional practice not just IB inspection

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How can a quote, an image, an artifact, or some other unexpected prompt trigger engagement and inquiry?
https://www.edtechteam.com/blog/2018/08/eduslam-provocations-inquiry-excite-learning/
-Andrew