{"id":206,"date":"2022-02-22T15:46:08","date_gmt":"2022-02-22T15:46:08","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/edis\/?page_id=206"},"modified":"2023-09-07T14:40:01","modified_gmt":"2023-09-07T13:40:01","slug":"case-study-moderation-of-online-learning-teaching-and-assessment-in-croftfoot-primary-school","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/edis\/case-studies\/case-study-moderation-of-online-learning-teaching-and-assessment-in-croftfoot-primary-school\/","title":{"rendered":"Case Study: Moderation of Online Learning, Teaching and Assessment in Croftfoot Primary School"},"content":{"rendered":"

Case Study: Moderation of Online Learning, Teaching and Assessment in Croftfoot Primary School<\/strong><\/p>\n

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Homepage<\/a><\/strong><\/span><\/p>\n

Rationale: In Croftfoot Primary School the senior leadership team have ensured that m<\/span>oderation is an integral part of ongoing learning, teaching and assessment. As the school transitio<\/span>ned to online learning the headteacher did not want to los<\/span>e the rich professional dialogues around planning for learning, teaching and assessment that her staff regularly engaged in or the positive impact that this had on children\u2019s learning experiences.<\/span><\/strong><\/p>\n

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Action<\/strong>: To ensure opportunities for moderation continued all class teachers and support for learning workers were allocated planning groups with responsibility for planning the learning, teaching and assessment of both online and in school learning experiences for children. Meeting online they reviewed the tracking data gathered for learners at the end of Term 2 including quantitative data generated by standardised assessments, SNSA and naturally occurring assessment evidence from daily learning and teaching experiences. Through online professional dialogue this data was then triangulated with qualitative data such as GMWP and pupil learning conversations to support professional dialogue and provide greater insight into progress made to date in addressing the learning gaps that had been identified upon the children\u2019s return to school in August. The staff then worked online in their planning groups, using their agreed analysis of this data, to plan effectively for progressive remote learning in January. This planning involved professional dialogue around the rationale for the experiences & outcomes being chosen, the LI & SC reflecting the learning within the<\/span>\u00a0experiences and outcomes and the pedagogical approaches that would most effectively enable the children to overtake the key learning that had been identified as essential in ensuring that they continued to maintain and build on the progress they had made between August and December. All staff in a planning group had access to each other\u2019s showbie platform and therefore were able to view the online lessons, completed tasks and feedback provided for all children. Subsequently, this enabled staff to engage in online moderation of children\u2019s work, via professional dialogue around whether or not the online work produced by the children demonstrated that they had effectively over taken the success criteria and whether pupil and teacher feedback was evaluative and supported learning. Professional judgem<\/span>ents on learners\u2019 progress made as a result of these online dialogues were then used to inform next steps for individuals and groups of learners.<\/span><\/p>\n

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