Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
At Newcastle High School, I was asked to mark a Year 9 Electronics Class assessment. My mentor teacher guided me through the process of looking at the assessment sheet and what it asked for, as well as giving me a marking rubric that would allow me to place students in a certain category for marking.
Together we went through a sample of student work and discussed why we would allocate it particular marks when using the rubric as a guide. Once I knew that we were on the same page, I felt comfortable going through and marking the remaining assignments.
Once marked and checked by my mentor, I then entered all of the results into Sentral. I could visually see how each assessment task is added together and a final mark, rank and grade is produced.