Assessment and Moderation

Framework
National Context

Stirling Councils Assessment and Moderation Framework

supports and builds upon national guidance. This includes:
National Improvement Framework Driver: Assessment of Childrens Progress,
2016

Statement for Practitioners from HM Chief Inspector of Education, 2016

Framework for Assessment: Building the Curriculum 5, 2010

Evaluating and Improving our Curriculum S1 S3, 2015

HGIOS 4, 2015
1.1 Self-evaluation for self-improvement
2.3 Learning, teaching and assessment
3.2 Raising attainment and achievement

Education Scotland Benchmarks, 2016 2017

Education Scotland Achievement of a Level, 2017

Curriculum for Excellence: Experiences and Outcomes, 2004

Scottish National Standardised Assessment, 2017

Key messages for schools from HM Chief Inspector of Education: August 2017

Education Scotland Moderation Cycle, 2017

GTCS Professional Standards, 2013

Assessment of childrens progress includes a range of evidence on what

children learn and achieve throughout their school career. This includes
Curriculum for Excellence levels, skills, qualifications and other awards.
National Improvement Framework, 2016

2
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:

Literacy Strategy and Rationale Numeracy Strategy and Rationale

Literacy Progression Pathways Numeracy Progression Pathways
Benchmarks in Literacy and English Benchmarks in Numeracy and Mathematics

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.

3
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.

Effective assessment practice includes:

Learner involvement in setting personal targets and next steps.

Ongoing self-evaluation by learners, staff and school leaders.
Identification of strengths and next steps.
A range of approaches including relevant holistic assessment.
Consideration of wider data analysis and performance information.
Moderation of standards using ES Benchmarks.

Evidence will be gathered by the learner

and practitioner/teacher in a variety of Curriculum Ethos and Life
ways (Say, Make, Write and Do) and Area of the School
across the four contexts for learning at
key points in a learners journey. Learners
should participate in the process and
contribute to determining and gathering Personal
IDL
relevant evidence. Achievements

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.

Assessment is integral to our planning of learning and teaching. We use a

variety of assessment approaches to allow learners to demonstrate their
knowledge and understanding, skills attributes and capabilities in different
contexts across the curriculum. Our assessment evidence is valid and reliable.
At key milestones, our assessments provide reliable evidence which we use to
report on the progress of children and young people. Across our learning
community, we have shared expectations of standards to be achieved, and
have robust arrangements for moderation across stages and across the
curriculum. How Good is Our School, 4, 2015

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

4
Building assessment confident staff who:

Understand that assessment is a continuous process.

Promote and support pupils to adopt self-evaluation approaches towards their learning.
Use a range of ongoing and periodic assessment approaches, including holistic assessments, to
identify strengths and areas for development and to inform next steps in learning.
Interrogate, interpret and use learners performance information to inform future planning and
improvement.
Moderate learners performance against agreed standards demonstrating a clear understanding
of ES Benchmarks.

Progress in Learning within a Level

Establishments will have bespoke processes in place to monitor, track and record learner progress
within a level and achievement of a level.

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.

Judgement of achievement of a level cannot be determined on the basis of evidence related to an

individual outcome or provided by a single isolated piece of work or test.

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.

5
Teachers need opportunities to:

Plan learning and assessment activities together.

Use curriculum progression pathways and Benchmarks to support understanding of learner
progression.
Discuss evidence from learners work and teachers professional judgements.
Agree strengths in learning and next steps.
Ensure all learners with ASN have valid assessment opportunities.
Collect relevant and sufficient evidence to inform judgements about the quality of that learning.
Use standardised assessments within the overall picture of learner progress.

6
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

SNSAs are very helpful, short focused assessments of specific aspects of

Curriculum for Excellence literacy and numeracy. They cannot be used alone to
confirm judgements of achievement of a level, and should not be used for that
purpose. Use SNSAs in P1, P4, P7 and S3 at a time which suits the needs of your
children. Use the results diagnostically to help you plan next steps in learning
for individual children and groups.

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

7
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:

The Benchmarks support teacher professional judgement of achievement of a level.

The Benchmarks should be used to monitor progress towards achievement of a level.
Benchmarks should be used to review a body of evidence to determine if the standard has been
achieved.

It is not necessary for learners to demonstrate evidence of every aspect of

learning within the Benchmarks before moving on to the next level. However, it
is important that this is interpreted in ways to ensure no major gaps in children
and young peoples learning, for example with respect to the relevant
organisers on each curriculum area. ES Benchmarks, August 2016

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.

8
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

Moderation is a term used to describe approaches for arriving at a shared

understanding of standards and expectations for the Broad General Education.
It involves teachers working together, drawing on guidance and
exemplification and building on existing standards and expectations to:

Plan learning, teaching and assessment.

Check that assessment tasks and activities provide learners with fair and
valid opportunities to meet the standards and expectations before
assessments are used.
Sample evidence from learners work and review teachers judgements.
Agree strengths in learners performances and next steps in learning.
Provide feedback on teachers judgements to inform improvement in
practices.
Quality Assurance and Moderation, BTC 5

All establishments will implement a clear moderation process within schools and across learning
communities (Appendix 6).

This includes:

An identified moderation co-ordinator in each learning community.

Identified opportunities for moderation activity, e.g. a moderation calendar which identifies time
periods (Appendix 7).
A planned annual moderation event in each learning community.
Clear guidance and agreement on the focus for moderation.
Robust professional dialogue using Benchmarks; leading to valid and reliable teacher judgement
of achievement of a level (Appendix 8 and 9).
Adherence to timescales for Local Authority and national reporting of acheivement of a level.
Participation in Local Authority moderation across learning communities (Appendix 11).

9
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.

Evidence of learning may include:

Examples from day to day learning.

Learner conversations.
Standardised assessment.
Teacher observation, including peer classroom visits.
Holistic assessments developed by teachers, planned as part of learning and teaching.

Learning community moderation co-ordinators will meet in Term 4 to validate consistency of

achievement of a level across learning communities and identify areas of strength and areas for
development. This is also an opportunity to share good practice in moderation across learning
communities.

Moderation within S1 S3 and the Senior Phase

Benchmarks are aligned with SQA assessment standards and contribute to tracking and monitoring
of progress in learning in BGE. This will support the decision-making process which informs
qualification choices for Senior Phase. The process of moderation is an intrinsic and well-established
feature of the Senior Phase. This good practice should be embedded within BGE and lead to planned
moderation activity as part of each establishments quality assurance procedures (Appendix 10).

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.

10
References and Useful Links
Achievement of a Level poster
https://education.gov.scot/improvement/Documents/achievement-of-a-level-poster.pdf

National Improvement Framework

http://www.gov.scot/Resource/0049/00491758.pdf

National Improvement Hub

https://education.gov.scot/improvement

Delivering Equity and Excellence in Scottish Education A Delivery Plan for Scotland
http://www.gov.scot/Resource/0050/00502222.pdf

Effective Observation Leading to Effective Assessment

https://education.gov.scot/improvement/elc25effectiveobservation

Key messages for schools from HM Chief Inspector of Education, August 2017
https://education.gov.scot/improvement/Pages/keymessagesforschoolsAug2017.aspx

The Moderation Cycle

https://education.gov.scot/improvement/assess33-the-moderation-cycle

Moderation Hub
https://glowscotland.sharepoint.com/sites/PLC/moderationhub/SitePages/Home.aspx

SNSA website
https://standardisedassessment.gov.scot/

SNSA Teacher information

https://standardisedassessment.gov.scot/teachers/

SNSA Parents/carers
https://standardisedassessment.gov.scot/parents-and-carers/

SNSA Children and Young People

https://standardisedassessment.gov.scot/children-and-young-people/

11
Appendix 1

Moderation Cycle

https://education.gov.scot/improvement/assess33-the-moderation-cycle
Appendix 2

Making Good Assessment Decisions 3-18, SQA

Appendix 3

Monitoring and Tracking Exemplar

Monitoring and Tracking Exemplar
Appendix 4

Exemplar Tracking Meeting

Evaluation of impact of Discuss pace and progression, outling:

current planning and
Pupil progress and projection of achievement of a level.
teaching
Strengths/concerns.
Next steps for groups/individuals.

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.

Planned assessment Support and challenge:

Learning goals set and shared with pupils.
Enrichment and challenges.
Opportunities for personal achievement.
What assessment has been undertaken, what is the impact and
what are the next steps?

Moderation Discussion of moderation progress:

What is working well?
How is it supporting practice?
Agreement on which class members learning will be the focus for
moderation of achievement of a level.

SIP Priorities Discussion around how the teacher is implementing improvements

from SIP into classroom practice and any required support.

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.

Recording Record/update progress within a level or achievement of a level.

Agreed actions to raise attainment.
Appendix 5

CFE Teacher Judgement Timeline (for June 2018 DRAFT)

Consistent with Schools, Learning and Education Services Assessment and Moderation Framework,
the draft timeline below is provided for teacher judgement submission, 11 June 2018.

Please see attached guidance notes for SEEMiS Achievement of CfE Level module for recording and
submission of Teacher Judgement.

By Wednesday 4th Completed CfE Teacher Judgement summary re-issued to schools.

October 2017 Schools complete new target section for predicted attainment and
send summary to the Local Assessment Co-ordinator.
Schools update new CfE target session of June 2017 Teacher
By Monday 23rd
Judgement summary to the Local Authority Assessment Co-ordinator.
April 2018
Schools update their own school based tracking and monitoring
By Tuesday 1st May
systems with individual pupil achievement of a level data.
2018
Summary percentages for achievement of a level at P1, P4, P7 and S3
calculated at school level.
Learning communities submit moderation exemplars to be the focus of
Local Authority moderation.
Local Authority Moderation Day involving learning community
Monday 14th May
assessment co-ordinators, QAMSOs and additional practitioners.
2018
Feedback will be shared with learning communities.

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.

By Friday 25th May Local Authority Moderation Co-ordinator ensures achievement of a

2018 level data moderation across learning communities.

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

Moderation: Roles and Responsibilities

Responsibilities and Actions

Learning Community Local Authority

Class Teachers Leadership Teams Moderation Co- Assessment Co-
ordinator ordinator

Key features of
Key features of Peer
Leadership Team Key Actions Key Actions
Moderation Visits
Moderation Planning

Before: Before: Before: Before:

Planning for Support staff in Attend training as Attend national
learning, teaching planning for Quality Assurance Assessement Co-
and assessement assessment and and Moderation ordinator events and
collegiately. moderation. Support Officer training.
Allocating time for (QAMSO). Make contact with
During: collegiate planning Agree session and support LC
Observe the and peer classroom timeframes. Moderators/QAMSOs.
learning. visits. Gather information Agree session
Engage the learner Agreeing/identifying from LC schools of timeframes.
in a conversation. Benchmarks. staff involved in Gather LC
Dialogue around moderation. moderation
evidence of During: information from LC
progress. Provide supportive During: Co-ordinators.
collegiate Participate in the
After: framework to process and provide During:
Use question moderation. information/support. Facilitate moderation
stems (breadth, process with LC
challenge, After: After: Moderation Co-
application) Review teacher Gather copies of ordinators.
Appendix F. judgements. Moderation Record Discuss focus areas,
Valid and reliable. Provide feedback to from schools and LC % levels confirmed
inform and allocated LC action points and key
improvements. Moderation for the messages.
Use of information session.
from moderation Submit as After:
process to inform contribution to Local Evaluate process.
self-evaluation data Authority Use information to
for planning for Moderation Record inform planning for
improvement across in June. moderation.
the school. Use of information
from moderation
process to inform
planning for
improvement across
the Local Authority.
Gather moderation
materials for
QAMSO.
Participate in
national moderation
events.
Appendix 7

Moderation Framework Achievement of a Level

Annual Moderation Plan - Primary

May/June Agree school moderation focus and share with learning community (LC) for coming
session, share with LC Moderation Co-ordinator.

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.

Term 3/early Learning community moderation of achievement of a level, developing shared

Term 4 understanding of achievement of a level using benchmarks.
Moderation Co-ordinator plans arrangements.
Teachers from each school attend.
Professional dialogue using benchmarks with colleagues at same level to sample
body of evidence from dialogue, observations, written, day to day assessments,
standardised assessments for children identified at February T&M meeting.

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

Supporting Moderation Discussion

Experiences and Outcomes

How do these EOs fit together?

In what context are these being used?

Learning Intentions and Success Criteria

How successfully do they outline clearly what learners need to do to be successful?

In what ways are they reflected in the assessment activities?
How do you know they are at the correct level of challenge?

Quality Learning Experiences and Assessment

To what extent have you used a range of assessment approaches?

To what extent are learners getting purposeful ongoing feedback?
To what extent is this based on the success criteria?
How effectively have you planned any periodic/holistic assessment?

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

How clearly have the next steps in learning been stated?

Is an appropriate level of challenge set out in the 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

Suggested Question Stems of Professional Dialogue

Moderation of Achievement of a Level
To what extent does the evidence demonstrate the child has achieved the identified level?
What strengths are apparent in the evidence?
Is there sufficient range of evidence across contexts including day to day learning, standardised
assessments and planned holistic assessment?
Is there evidence of breadth, depth and challenge within the level?
In what other contexts have children applied this learning in new and unfamiliar situations?
Is there evidence that the child has moved forwards towards learning at the next level in some
aspects?

If it agreed there may not be sufficient evidence of achievement of a level:

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

Approaches to Moderation BGE S1 S3

A key document which supports the development of moderation in BGE is:

Evaluating and Improving Our Curriculum S1-S3, Education Scotland, 2014

This outlines the following key features of effective provision in the

secondary sector:
Staff have a clear and shared strategy for the development and assessment of literacy and
numeracy to ensure smooth progression and achievement across the curriculum.
The school has a clear overview of progress in literacy and numeracy.
Across the school, staff have shared high expectations of literacy and numeracy standards.
Young people are developing strong skills in literacy and numeracy across all curriculum areas.
The skills are well referenced by staff to young people, and as a result, young people are aware of
where and how they are using these skills, and why they are important.
Pupils work illustrating achieving a level is shared across staff.
By the end of S3, Third level literacy and numeracy work has been quality assured and moderated
by teachers from across the school. As a result, there is a shared understanding of expected
standards in literacy and numeracy skills.

Examples of effective approaches to moderation include:

Course structures which identify assessment requirements.
Whole school and faculty Quality Assurance calendars which identify moderation opportunities.
Moderation as a regular standing item on the agenda at faculty meetings.
Teachers cross-marking assessments and engaging in professional dialogue about the results.
Assessment materials, and making schemes being developed and agreed across the department.
Teachers using a range of resources provided by organisations such as Education Scotland to
help understand standards.
Subject networks undertaking moderation activities to agree standards and expectations when
identifying achievement of a level.

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

Staff involved in school moderation

Evidence Discussed Comments

Teacher Judgement Level

Actions arising from school moderation

Learning Community Moderation

Staff involved in learning community moderation

Comments

Teacher Judgement Level

Actions arising from learning community moderation
Record of Moderation (Exemplar)

School Stirling Primary School

Staff Member W Wallace

Pupil Number 17
Curricular Area Numeracy and Mathematics
Benchmark Organiser Money: MNU 1-09a MNU 1-08b

School Moderation

Staff involved in school moderation S Green, J Brown, W White

Evidence Discussed
Recorded written diagrams showing
equivalence and notes up to 20.
Jotter workings demonstrating notational
understanding.
Annoted footage detailing money transactions
at Tuck Shop in classroom and different ways to
record problems using correct notation.
Photocopied evidence of working calculating
totals, money in and change required for Book
Fair orders.
Written explanations to parents of how books
for the Book Fair can be purchased using cards
or digital means.
Classroom performance several examples.
Teacher Judgement Level Achieved first level
Actions arising from school moderation
Begin working within Second Level and use of budgets
Comments
Knowledge and understanding of equivalence
demonstrated.
Correct and consistent identification and
labelling of notes and coins.
Able to amend choice of notes and substitute
with equivalent coins to same value without
hesitation.
Demonstrates agile ability to count up and
down in monetary units of s, 50ps, 10ps and
pence.
Clear evidence of ability to count on to calculate
change.
Understanding demonstrated of how digital
payment methods work and the relationship
with bank account totals.
Able to use and apply in real life context.

Learning Community Moderation

Staff involved in learning community moderation S Smith, J Jones

Comments
Clear evidence of breadth of relevant experiences across the organiser.
Consistent application of knowledge of notation, values and equivalence.
Ability to use knowledge in working out totals and change in recording using correct notation.

Teacher Judgement Level Achieved First Level

Actions arising from learning community moderation
School moderation confirmed
Appendix 12

Local Authority Record of Moderation

Session:
Learning Community:

Date of LC Moderation
Event: Curricular Areas for:

Moderation (tick):

Reading

Literacy Writing
and
English Talking and Listening

Gaidhlig

Number, Mondy and Measure

Numeracy
and Shape, Position and Movement
Mathematics
Information Handling

Types of evidence used for moderation (list):

Forms of moderation (list):

At Learning Community moderation event (total number)

Number confirmed AoL Number not confirmed AoL

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