Serita and I have finished marking our student work
for task two on gender stereotypes
and basically we're going to go through that together with you
to ensure that the marking is consistent and thorough
and that we've marked according to the assessment design criteria.
Hi. My name is Sevi Redwood.
I'm a graduate teacher of Charles Darwin University.
I just completed my postgraduate in education.
My main subject areas include psychology, child studies,
PLP, which is the personal learning plan, and Greek language.
The moderation process with Penny has been very valuable
in allowing me to make consistent and comparable decisions
in student work and performance.
I'm just thinking - what if we put this work out
so that we've got all the A's, the B's, the C's, the D's,
and then between us we can have a look at that standards validation.
You know, you can see, "Does a B look like a B
"and are all of the B's the same?"
SEVASTI: The biggest challenge that I faced
is knowing at what standard to mark a student work.
So the process that Penny allowed us to practise
was how to mark against the assessment design criteria.
PENNY: So we've both got an E here. Both of you have an E.
So let's have a look and see why these students
didn't achieve at the standard that we expect of them to get a pass.
If we can have a look at yours...
So basically she failed to submit the research report,
which was a critical element in the task.
The advertisement was missing elements
that a lot of the other students had included.
And when we did the advertising analysis
we made sure...
I sort of tried to make sure
that students understood that when they created their ads
they needed to include branding, they needed to include a slogan
and they had to make sure their product was visible
and we had to understand what product they were marketing.
So they had to be quite considerate
about all the elements involved with creating an ad.
I think what we have to do is compare both of these E's
so we've got the standards the same across both classes
and also compare this D with this E
because it seems to me
that this D looks very much like this E.
So what we have to do is check against the standard
and look for evidence.
So what we're looking for is evidence of what they have done,
not what they haven't done.
So that can be very difficult.
We're not working in a deficit model.
We're actually trying to get them credit
for everything that they have done.
I think maybe with this student
I could have spent a little bit more one-on-one time.
I find that she's quite an independent learner.
She doesn't seek out help like some of the other students do.
I think I need to take that on board
and actually go and seek out her.
I mean, there were times when I did go around the classroom
and check student progress,
but generally with this particular student
she would always sort of be on track or appear to be on track.
And I suppose you sort of sometimes can fall into a little bit of a trap
where they sit under the radar
and then you're not actually engaging with them
to say, "Show me what you have. Let's go through that right now,"
and it's easy to get distracted
with the other students that actually do ask for your help.
That's right.
Can we go to the other end now and look at the A's?
This student actually matches
the other one that you just took us through...
Yep, this one?
..for the same reasons
with the sense of her ability to do research
and to acknowledge her work and sources.
And she actually did...
I think she definitely did more than what was expected of her.
She even referenced and did an appendix for her advertisement.
So the fact that she's actually referenced
every image that she's used from the internet
shows that she was very organised
and she had spent a great deal of time.
Her justification for what she did
and her explaining her limitations
and why she couldn't make it the way she wanted
was what got her through to the A point.
And, once again, she's used evidence of the ad
and actually incorporated it in her evaluation as well.
So, yeah, she did very well.
SEVASTI: The value of moderation with Penny for me
was I still find that
as a pre-service teacher with little experience,
marking any group of student work is still a difficult task.
Teachers can't just assume
what their students are going to perform at
and it's very important not to do that
because we are going to be limiting students if we do that.
So we have to really be serious about this whole moderation process
and take it seriously.