Planning for moderation: considerations
Schools design their moderation processes to suit their situation and needs.
They consider factors such as:
- the purpose, learning area and context of the moderation
- the frequency of the moderation
- the number of student samples to be included
- the nature of any teacher/student annotations
- how the moderation will occur over time
- how the school will document and evaluate their moderation processes as part of their assessment procedure
- how new teachers will be inducted.
They ask questions such as:
- Who in our staff should be involved in moderation?
- Who might lead and/or co-ordinate the process?
- When can we focus on moderation? (for example, staff or team meetings, CRT days)
- What skills or knowledge might we need?
- What aspects of curriculum do we need to understand more fully?
- What assessment tools do we want to learn more about? Use consistently?