How can moderation processes contribute to teaching and learning?
• How can time be found for productive moderation? What do we want alterations to our assessment arrangements to achieve? The Assessment for Learning Strategy (DCSF, 2008), of which APP is a part, sets out objectives for better assessment in schools: • Every child knows how they are doing, and understands what they need to do to improve. • Every teacher is equipped to make well-founded judgements about learners’ attainment and how to plan to improve it. • Every school has systems for making regular, useful, manageable and accurate assessments. • Every parent knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers. The initial emphasis on learners’ metacognitive understanding helps school leaders, curriculum managers and teachers get their priorities right. Enabling learners to understand what they do well and how to develop further takes teaching beyond the transmission of subject content. It means creating conditions which
