Australian Professional Standards for Teachers

Moderating worksamples


About this Illustration of Practice

The teacher works with her colleague to review their students’ achievements in a ‘real world’ numeracy task. She leads a discussion, analysis and interpretation of student work samples, identifying how and why students have or have not been able to grasp the key mathematical concept underpinning the lessons. The moderation enables the teachers to make consistent and comparable judgements of student learning, identify future interventions and evaluate their teaching practice.

Standard 5
Assess, provide feedback and report on student learning
Focus area 5.3
Make consistent and comparable judgements
Career stage
Highly Accomplished
Descriptor
Organise assessment moderation activities that support consistent and comparable judgements of student learning.
Other descriptors
Standard 5
Assess, provide feedback and report on student learning
Focus area 5.4
Interpret student data
Career stage
Highly Accomplished
Descriptor
Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.
  1. How do you attempt to make your assessments of student work valid, reliable and consistent?
  2. How can you improve the use of formative assessment in your classroom?
School
Kalinda Primary School
Victoria
Year level
Year 1
Year 2
Related subject
Mathematics
Stage of schooling
Primary
School type
Government
School location
Metropolitan
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Through demonstration teaching, the school’s numeracy coordinator assisted her colleague to develop practical and experiential approaches to teaching an abstract mathematics concept. The subsequent assessment moderation allows her to manage an analysis and evaluation of the student work samples, ensuring consistent and comparable judgements of student learning. The assessment moderation also provides opportunities for both teachers to reflect upon the learning and teaching, and to identify future teaching interventions.
Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.