{"id":68,"date":"2024-01-22T16:47:16","date_gmt":"2024-01-22T16:47:16","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/?page_id=68"},"modified":"2024-05-07T16:33:34","modified_gmt":"2024-05-07T15:33:34","slug":"q1-first","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/q1-first\/","title":{"rendered":"Q1 FIRST"},"content":{"rendered":"
\n
\n
\n
\n
\n

\"\" \"\"<\/p>\n

For educators question one is: How good are we at highlighting and naming learning?<\/strong><\/p>\n

For learners question one is:\u00a0 What are you learning?<\/strong><\/p>\n

Good quality evidence of learners\u2019 progress captures the breadth and depth of learning. This question explores examples and guidance to support highlighting and naming learning.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

\n
\n
\n
\n
\n

\"\"Antonine Primary School AIFL policy<\/a><\/p>\n

An example <\/span>of <\/span>AiFL<\/span> discussions with a staff team \u2013 what does AIFL look like for your learners?<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"Building the Curriculum 5<\/a><\/p>\n

“Building the Curriculum 5” provides guidance on assessment practices within Curriculum for Excellence.<\/span><\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"Education Scotland CfE Statement<\/a><\/p>\n

This statement is intended to provide clear, practical advice for teachers and practitioners on planning learning, <\/span>teaching<\/span> and assessment. It provides key messages about what teachers and practitioners are expected to do to effectively plan learning, <\/span>teaching<\/span> and assessment for all learners, <\/span>and also<\/span> suggests what should be avoided.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n
\n

\"\"Falkirk Moderation Session 1<\/a><\/p>\n

A PPT presentation from the Falkirk Moderation programme 2022 which can be used with staff.\u00a0<\/span>Session 1 is an initial look at Assessment within the Moderation cycle and the use of practitioner enquiry.<\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"Falkirk Moderation Session 2<\/a><\/p>\n

A PPT presentation from the Falkirk Moderation programme 2022<\/span>. Session 2 <\/span>\u2013 looking at the Learners<\/span> journey, Learning intentions and success criteria and Evidence.<\/span><\/span>\u00a0<\/span><\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"<\/a>Falkirk Moderation Programme Session 2<\/a><\/p>\n

A handout to sit alongside the Falkirk Moderation PPT for <\/span>Session 2.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n
\n

\"\"Falkirk Moderation Session 3<\/a><\/p>\n

A PPT presentation from the Falkirk Moderation programme 2022 which can be used with staff.<\/span>\u00a0<\/span>Session 3 looks at feedback & next step and an example of a moderation exercise.<\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"Falkirk Moderation Session 4<\/a><\/p>\n

A PPT presentation from the Falkirk Moderation programme 2022 which can be used with staff.<\/span>\u00a0<\/span>Session 4 looks at various approaches to assessment and examples of using high quality of assessments.<\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"The Moderation Cycle<\/a><\/p>\n

A clear and concise visual representation of the moderation cycle, promoting collaboration and ensuring consistent assessment practices for Scottish educators.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n
\n

\"\"What a good lesson looks like- Antonine Prinary School 2023<\/a><\/p>\n

A poster example of sessions <\/span>with teaching staff examining the elements of what a good lesson would <\/span>contain<\/span>. Can be used as a guideline for class observations and peer coaching session.<\/span><\/span>\u00a0<\/span><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n

\n
\n
\n
\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

\n
\n

\"\"<\/a><\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"

For educators question one is: How good are we at highlighting and naming learning? For learners question one is:\u00a0 What are you learning? Good quality evidence of learners\u2019 progress captures the breadth and depth of learning. This question explores examples and guidance to support highlighting and naming learning. Antonine Primary School AIFL policy An example …<\/p>\n","protected":false},"author":8391,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/users\/8391"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":15,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":318,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/pages\/68\/revisions\/318"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/assessment\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}