As part of the Year 2 Diagnostic Net moderation process, a regional moderation day will be held following school based moderation. Details of this day and the process involved should be forwarded to schools by the local regional office. Funding will be provided to schools to allow for one TRS day for each key teacher or school representative involved in regional moderation.
Principal Education Officers (Performance Measurement) or nominee, in consultation with the Manager, Education Services, will co-ordinate regional moderation and may act as process facilitators on the day. It may also be appropriate to nominate an experienced classroom teacher, key teacher or school administrator with literacy/numeracy expertise as process facilitator. The main responsibility of the process facilitator will be to mediate when a consensus cannot be reached regarding Phase allocation. TRS funding for officers with literacy/numeracy expertise to assist in regional regional moderation will be made available. Up to 2 TRS days per officer will be made available for this purpose.
For some small schools in remote locations, involvement in regional moderation may cause considerable disruption to their teaching/learning programs. This would particularly apply for those schools in which significant travel would be required to attend regional moderation. In such cases, the Principal Education Officer (Performance Measurement) or nominee should consult with the Manager, Education Services and principals of these schools in developing a suitable regional moderation process.
It is acknowledged that the moderation process may not need one full day to complete. It may be useful to use the rest of this day for additional professional development for key teachers. Decisions relating to the activities undertaken on the moderation day (eg additional professional development) rest with the Manager, Education Services.
Regional moderation is usually completed within the first three weeks of Term three, by a specified date announced early in the year.
The PURPOSE of the moderation process is to:
The moderation process plays a key role in ensuring that consistency of judgment is being applied by teachers in all schools across the state. Reference should be made to the following resources when determining how key indicators are to be interpreted: Understanding the Key Indicators of Reading and Writing (QSCC, 1997) and Number Developmental Continuum (QSCC, 1997).
The expected OUTCOMES of the moderation process are that:
PRE MODERATION activities
- Regional office to advise schools of the details of the regional moderation day;
- group composition for moderation to be decided, with preferred group size 4 to 6 participants per group.
Participants will need to be advised to bring the following materials to the regional moderation day:
WRITING: Phase A, Phase B, Phase B (identified for Support through Validation Process, Year 2 only), Phase C, etc
READING: Phase A, Phase B, Phase B (identified for Support through Validation Process, Year 2 only), Phase C, etc
NUMBER: Phase A, Phase B, Phase B (identified for Support through Validation Process, Year 2 only), Phase C, etc
The following sequence may be used:
|For each child you will need a set of moderation materials (including validation recording sheets for Year 2 student cases). Advice regarding what represents a set of moderation materials can be found in Information Sheet 22 - Guidelines for School Based Moderation.|
POST MODERATION activities
PLEASE NOTE: The Regional Moderation Summary Sheet is a collection of data from the School Based Moderation Process Facilitator's Summary Sheet. It aims to document changes to Phase allocation and mismatches that occurred at the school level, not at the regional moderation level. The completion of this form therefore requires Principal Education Officers (Performance Measurement) to collate School Based Moderation Process Facilitator Summary Sheets and to record the totals of these sheets on the Regional Moderation Summary Sheet.