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The Learning, Teaching & Assessment Cycle

Professional Learning Resource Suite

The West Partnership have created time-efficient and accessible Professional Learning Videos as well as detailed PowerPoint Presentations.

 

Each resource can be adapted to suit your needs with reflective questions, activities and further reading for every stage of the Learning, Teaching and Assessment Cycle. 

 

This suite of professional learning can be utilised by individuals, as well as collegiately within schools and clusters to support and develop practitioners’ knowledge and capacity. 

This resource builds on the Moderation Cycle (and associated resources on the Moderation Hub), originally developed by Education Scotland.

All materials are made available below.

Introduction
Stage 1 - Learners are at the heart of every stage of the cycle.

Part 1

Learners are at the heart of every stage of the cycle.

Reflective Conversations

STAGE 1 Reflective Conversations

1

To what extent are learners involved in the planning of learning and teaching?

2

How do you involve learners in reviewing and evaluating their own learning?

3

How do you ensure that learners take ownership of their own learning?

Reflective Activities

STAGE 1 Reflective Activities

1

Identify the role of the learner at each stage of the learning, teaching and assessment process and explore ways in which to maximise their input.

2

Reflect on existing practice and identify areas for improvement.

3

How do you ensure that learners take ownership of their own learning?

Download detailed PowerPoint here
Stage 2 - Plan learning, teaching and assessment using the Es and Os to meet learners needs.

Part 1

Experiences & Outcomes

Part 2

Experiences & Outcomes

Reflective Conversations

STAGE 2 Reflective Conversations

1

How do you bundle Experiences and Outcomes to ensure they link naturally together in planning?

2

How do you ensure the selected Experiences and Outcomes provide opportunities for breadth, challenge and application of learning?

3

How do you ensure that the Experiences and Outcomes selected offer rich and varied learning opportunities in new and unfamiliar context across different learning environments?

4

Highlight how you plan for assessment when selecting Experiences and Outcomes.

5

Describe how you use the Benchmark statements when planning learning, teaching and assessment.

Reflective Activities

STAGE 2 Reflective Activities

1

Identify the key features of effective planning using the Experiences and Outcomes.

2

Discuss the value of moderating the planning of learning, teaching and assessment to develop a shared understanding of the standards and expectations within the Experiences and Outcomes.

3

Evaluate existing practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 3 - Learning Intentions reflect standards within the Es and Os Success Criteria are clear, relevant and measurable.

Part 1

Learning Intentions

Part 2

Success Criteria

Reflective Conversations
Stage 3 Reflective Conversations

STAGE 3 Reflective Conversations

1

How do you ensure that the Learning Intentions and Success Criteria outline the key learning?

2

To what extent do Learning Intentions and Success Criteria reflect the wording of the Experiences, Outcomes and Benchmark statements?

3

How frequently do learners co-create Learning Intentions and Success Criteria?

Reflective Activities
Stage 3 Reflective Activities

STAGE 3 Reflective Activities

1

Discuss how effectively Success Criteria outline the way in which learners can achieve the Learning Intention.

2

Identify the ways you engage in evaluative dialogue and give quality feedback to learners.

3

Evaluate existing practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 4 - Learning, teaching and assessment reflects an appropriate balance between ongoing and periodic assessment.

Part 1

Learning, Teaching & Assessment

Part 2

Planning Assessment Approaches

Part 3

Ongoing & Periodic Assessment

Part 4

Key Features of High Quality Assessment

Part 5

Ongoing & Periodic Assessment

Reflective Conversations
Stage 4 Reflective Conversations

STAGE 4 Reflective Conversations

1

How do you plan for learning, teaching and assessment collaboratively within your school?

2

How frequently do you engage in professional dialogue to moderate learning, teaching and assessment?

3

How often do you offer formative feedback and discuss next steps with learners?

4

Do you use a range of ongoing and periodic assessment approaches that allow you to decide if a learner has met agreed expectations and achieved a level, either in part, or in a whole curricular area?

5

Do you plan assessments at the same time as planning learning experiences?

6

How are learners involved in selecting assessment approaches which they feel will best help them demonstrate their knowledge, understanding, skills, attributes and capabilities?

Reflective Activities
Stage 4 Reflective Activities

STAGE 4 Reflective Activities

1

Consider the key features of high-quality learning, teaching and assessment processes in the context of the Learning, Teaching and Assessment (Moderation) Cycle.

2

Discuss how you ensure that ongoing and periodic assessments include breadth, challenge and the application of learning in new and unfamiliar contexts?

3

Identify ways in which ongoing and periodic assessments can promote the range of Higher Order Thinking Skills?

4

To what extent do the four capacities, which are embedded in the Experiences and Outcomes form the basis of day-to-day assessment?

5

In what ways are learners given the opportunity to provide evidence that allows you to gather both quantitative and qualitative data?

6

Evaluate current practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 5 - A wide range of appropriate evidence is gathered which demonstrates breadth, challenge and application.

Part 1

Evidence

Part 2

Qualitative & Quantitative Data

Part 3

Direct Observation

Part 4

What is Evidence

Part 5

Valid and Reliable Evidence

Part 6

Achievement of a Level

Reflective Conversations
Stage 5 Reflective Conversations

STAGE 5 Reflective Conversations

1

To what extent is learner evidence that you gather:

  • Relevant?
  • Varied?
  • Manageable?

2

Do you gather sufficient evidence to demonstrate achievement?

3

What methods do you use to gather quantitative and qualitative data?

4

How do you use direct observation to collect both quantitative and qualitative data?

5

In what ways, do you then use quantitative and qualitative data gathered to build on your professional judgement?

6

How effectively do you take learners preferences into account when gathering evidence of their learning?

7

What daily methods do you use to gather evidence formally and informally to identify next steps in learning?

8

To what extent do you plan assessments in collaboration with colleagues?

9

How often do you moderate evidence with colleagues to increase the validity and reliability of assessments? Does this involve moderation beyond your establishment?

10

How do you ensure ‘breadth’ of learning within a body of evidence gathered for achievement of a level?

11

Within a body of evidence, how do you show that the learner has been given an opportunity to apply their learning after a period of time?

12

In what ways do you use the data that has been collected for self-evaluation?

Reflective Activities
Stage 5 Reflective Activities

STAGE 5 Reflective Activities

1

Is the evidence you gather from a range of contexts? If so, make a list of the range of contexts used.

2

To achieve a level within CFE, children and young people are not required to demonstrate evidence of every aspect of their learning within the Benchmarks. As a result of this, how do you ensure that there are ‘no gaps’ in children and young people’s learning?

3

Reflect on what evidence is, why it is important and how it can be gathered in a manageable way to support learning and professional judgement.

4

Explore what a range of evidence may include to inform judgements on progress and achievement.

5

Engage in professional dialogue through moderation of learner evidence to ensure consistency.

6

Evaluate existing practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 6 - Regularly use standards within the Es and Os and Benchmarks to evaluate and monitor learners' progress.

Part 1

Evaluate

Part 2

Evaluation

Part 3

Evaluate

Reflective Conversations
Stage 6 Reflective Conversations

STAGE 6 Reflective Conversations

1

In what ways do you evaluate the learning that has taken place?

2

How do you involve learners in the evaluation of learning?

3

Do you offer regular opportunities for learners to reflect on day-to-day learning?

4

Do you use the Benchmark statements when reviewing a range of evidence about learner progress over a longer period?

5

How do you ensure that there are no major gaps in children’s learning when they move form one level to the next?

Reflective Activities
Stage 6 Reflective Activities

STAGE 6 Reflective Activities

1

Discuss how evaluating learning informs teacher professional judgement.

2

Examine how you develop learners’ skills in the use of evaluative dialogue.

3

Engage in moderation of practitioners’ evaluations.

4

Evaluate existing practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 7 - Feedback is linked to success criteria and next steps are identified.

Part 1

Feedback & Next Steps

Part 2

Feedback & Next Steps: Common Issues

Part 3

Feedback & Next Steps

Reflective Conversations
Stage 7 Reflective Conversations

STAGE 7 Reflective Conversations

1

Do you observe learners closely to inform appropriate well-timed interventions focused on strengths and next steps?

2

How do you ensure feedback is ongoing and reflects relevant and measurable Success Criteria?

3

Are next steps clear, challenging and have they been discussed with the learner?

4

How do you ensure feedback includes a mix of self, peer and practitioner assessment?

5

How do you use feedback to effectively inform and support progress during learning?

6

When do you offer opportunities for learners to clarify learning and ask further questions?

7

How do you ensure feedback given by learners to others is constructive?

8

How do you ensure that your questioning allows learners to think, reflect on and reconsider their own learning in response to feedback?

Reflective Activities
Stage 7 Reflective Activities

STAGE 7 Reflective Activities

1

Research and discuss to recognise and understand the importance of feedback used to inform next steps in learning.

2

Discuss ways of ensuring feedback is time efficient and manageable.

3

Identify how feedback and next steps can be embedded in day-to-day learning.

4

Describe how you build in time for learners to reflect on their learning over longer periods of time.

5

How do you use feedback and next steps to inform planning?

6

Discuss effective responses to the feedback questions:

  • Where am I going?
  • How am I going there?
  • Where to next?

7

Evaluate existing practice and identify areas for improvement.

Download detailed PowerPoint here
Stage 8 - Reporting highlights progress and next steps in learning.

Part 1

Reporting

Part 2

Reporting

Reflective Conversations
Stage 8 Reflective Conversations

STAGE 8 Reflective Conversations

1

Are your learners involved in the process of reporting through ongoing reflection and dialogue about their learning?

2

What opportunities are available for leaners and their parents and carers to reflect on progress and develop next steps?

3

How do you ensure ongoing high-quality engagement with parents and carers?

Reflective Activities
Stage 8 Reflective Activities

STAGE 8 Reflective Activities

1

Reflect on the importance of reporting within the context of the Learning, Teaching and Assessment (Moderation) Cycle.

2

Discuss the different ways in which you ensure reporting is regular, meaningful and purposeful throughout the academic year.

3

Evaluate existing practice and identify areas for improvement.

4

Engage in professional dialogue through reflective conversations and activities.

Download detailed PowerPoint here

Exemplars of high-quality moderation feedback on practitioner planning and evidence submitted for the Digital Moderation Event, March 2022.

This event was hosted on Microsoft Teams using PLC OneNote as a collaborative platform.

DOWNLOAD LITERACY EXEMPLARS & Evidence HERE

Literacy Early Level
Literacy First Level
Literacy Second Level
Literacy Fourth Level

DOWNLOAD NUMERACY EXEMPLARS & Evidence HERE

Numeracy Early Level
Numeracy First Level
Numeracy Second Level
Numeracy Third Level
Numeracy Fourth Level

Qualitative feedback from the event included the following:

Working through the questions with colleagues promoted some interesting discussion and shared expectations and understanding - I think reassuring we were ‘all on the same page’.

It was beneficial to evaluate other practitioners' work and work collaboratively with others.

It was good the feedback provided was created on a platform that all of us could contribute to at the one time (notebook). It allowed for everyone to share their opinion and agree/disagree with the wording of comments.

This has given me the confidence to support others within my establishment with the moderation process. It has also helped me to improve my creation of LI and SC referring to the Experiences, Outcomes and Benchmark Statements. I have found the whole process really worth while. I really enjoyed it. I feel I am much more confident than I was when I first completed this course in 2019/2020.

It gives me confidence that I am on the right track at being able to do implement it successfully.

This event has deepened my understanding of the planning and assessment process.

Such a valuable and worthwhile event that will be shared with all our staff. Great to listen to others’ opinions and take on board the professional dialogue.

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