Kāhui Ako ki Orewa

On 28 March, 2019, we held our first moderation kōrero for writing. Teachers were well prepared having completed the initial assessments, either individually or in groups at their own school prior to our meeting. The LPF is not designed to be used for assessing only one piece of writing evidence, but rather collecting evidence from a variety of samples across the curriculum. Our moderation meetings is a good check-in  to see if we have consistency. The ultimate aim of our moderation was to compare individual school judgements to then arrive at shared understandings, with informed agreement. We will continue to embed this practice each term, across all of our schools. Our results table shows the percentage of agreement in placement of students prior to, and after, our moderation meeting:

Link to full results here

This link includes the samples of work moderated, as well as graphs depicting the moderation process. 

From the rich professional dialogue, robust discussion and conversations that took place we were able to closer align our decisions, though not for all samples.  

Colleagues took part in a process of deconstructing, reconstructing and co-constructing knowledge and skills with a better understanding of the LPF. This process helps  to enable teachers’ tacit knowledge of writing to be made more explicit. There is much potential to build new knowledge and teacher capability in these meetings so that students have improved outcomes. Sharing writing from across the curriculum also allows us to see purposes for writing involving more complex concepts and understandings.

Our term 2 moderation meeting is set for week 8, Thursday 20th June. Information will be shared early in term 2.

Dialogue about our next moderation round included the following points:

● The combined meeting was an opportunity for rich professional conversations.
● Colleagues took part in a process of deconstructing, reconstructing and
co-constructing knowledge and skills with a better understanding of the LPF.
● This process helped to enable teachers’ tacit knowledge to be made more
explicit.
● There is much potential to build new knowledge and teacher capability in
these meetings so that students have improved outcomes. – this needs to be
pursued more.
● Sharing writing from across the curriculum allows us to see purposes for
writing involving more complex concepts and understandings.