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Reviewing moderation processes

« Return to Moderation Processes

Leaders in a school or Kāhui Ako have an important role in ensuring effective moderation systems. They need to:

  • ensure that assessment cycles incorporate regular moderation. See this example of an assessment cycle.
  • provide regular opportunities for teachers to share their interpretations and understandings of criteria.
  • actively support the moderation process.
  • ensure their assessment practices and moderation processes are recorded in sufficient detail.
  • develop consistent and cohesive policies and procedures for moderation, and ensure sustainability of practice.

Useful discussion questions about moderation:

  • How high is the level of comparability across teachers?
  • Is the judgment of each student sample consistent and fair?
  • What did the moderation process reveal to me/us about my/our knowledge of the curriculum and progressions of learning, or assessment?
  • Does our school already have annotated exemplars available for teachers to use as references? Do we need to establish a collection?
  • What does moderation show that I/we might  do differently in my/our teaching to help students’ learning and achievement?
  • What further professional learning might I/we need?
  • How might our moderation processes be extended to other curriculum areas?
  • How can the information gained from moderation be shared across other areas of the school or across schools in the Kāhui Ako?
  • How consistent are decisions within and across schools?
  • How useful is our recording of the process and how can it be improved?
  • How can our school improve its moderation process? Where can we go for support?
  • How involved are the students in the moderation process? How can we support them to moderate their own work within their classrooms?