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Reviewing 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
- 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?