The goal of teachers moderating is to “Moderate  samples to ensure consistency and accuracy in the evaluation of student learning. Moderation allows teachers to compare student work and provide feedback that is fair and unbiased.” Assessment and Moderation sessions or weeks are never on the small side not matter the metric you choose to measure.

It is not small when you consider:

·      The time allocated by the school to ensure that teams can come together for a day to engage in these conversations

·      The amount of time allocated for the collection of the data to ensure that we are equipped with evidence to discuss

·      The cognitive load is high as the questions and questioning is continual

·      The conversations are robust and we challenge each other and our thinking in order to gain insights and consistency

·      The preparation time required to participate fully in these days

·      The mental fatigue!

Sinek’s golden circle has why at its heart. We know our why: to improve student learning outcomes. Next is the how. How do you do what you do? We have established how we interpret and access data and student learning needs. Lastly, comes the what. What do you do? What will you do with the information and insights you gleaned from the conversations you engaged in?

But days or weeks like these equate to naught if that is where we finish them. In reality this is where the work actually begins. We have further and deeper insights into our students and what their points of need in learning are. We have class and cohort trend data that we can and must respond to. We have, now, the unwavering responsibility to act on what we now know.

AITSL Standard 5 is the underlying focus for all  engagements in moderation: Assess, provide feedback and report on student learning.

Standard 5.3 & 5.4 are, in particular, addressed whether we knew it explicitly or not.

5.3: Make consistent and comparable judgements

5.4: interpret student data

AITSL has a descriptor for each of the four career stages:

Graduate: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Proficient: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.

Highly Accomplished: Organise assessment moderation activities that support consistent and comparable judgements of student learning.

Lead: Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.

How do you ensure that all teachers are engaging in these conversations at a high level?  Is it possible for all teachers to operate at a Highly Accomplished Level regardless of career stage? Yes, I believe it is. On numerous occasions I have seen someone in the early career stages participating with eagerness eagerness to offer thoughts, beliefs and challenge their peers. The more trust we have in each other, the more inclined we are to challenge and learn from our collective knowledge and wisdom. 

The challenge is simply put as:  Use the information gained to make a difference to the learning of each and every one of our students. Make the time and space for teams to make moderate and then to engage in meaningful responses to the data and plan effectively for future learning from a position of knowledge.

After all - if we value things, we give time to them.