What is moderation?
Moderation is an internal / external standardisation mechanism used by the IB specifically during grade 10, which is the exit year of the MYP. It is possible to request external moderation in grades 6 through 9 as well, but these are not mandated and are typically not used.
Why use moderation?
#1. The IB programme is a framework that sits over an individual curriculum. What a grade 10 musician does in Dubai will have little or no relevance for what a grade 10 does in Nanjing. So how can the IB ensure that there are standards for its programme? The answer is moderation. Grade 10 moderation assesses the quality of the subject programmes and the marking validity of the teachers. For example, during my first moderated project, the results came back that there weren't enough activities in my unit to give a full understanding of the topic, that my summative assessment did not allow opportunities for students to reach the top band of Criterion A, and my achievement levels were too low. In other words... unit was too easy, essay was too easy, marking was too hard. I responded to the moderators comments, put in more activities, and met with my MYP coordinator to help me design a better essay. The next year my comments we returned, "All tasks are suitable. Achievement results are accurate except for Criterion C, which needs to be marked holistically." In other words, "Yes, your unit is now fixed, but you are still marking too hard in Criterion C."
#2. What you learn in moderation affects your entire programme. Basically, moderation teaches you how to write two perfect units. Every year you submit the same two units and every year the moderators offer both positive and constructive criticism of it. Over time, you come out with two perfect units, and once you know what a perfect unit is, it's really easy to filter that down into your entire programme. For example; I wrote task specific clarifications that were approved during my moderation. I took that format, changed the language to have our school approved grade 6-7 and 8 language, and then had new rubrics for all my classes (gr9 uses the exit criteria in our school). Another example; my coordinator showed me how to use an excellent test format that our grade 10 teachers have been using across the curricula. I took that format and shared it with my team teacher in drama. When both of ours passed moderation, I reworked it for grades 6 through 9 and now it's my general format.
Moderation teaches you how to do IB units and then checks to see how you are doing.
... Don't let anyone say it's not stressful ... It is.
#2. What you learn in moderation affects your entire programme. Basically, moderation teaches you how to write two perfect units. Every year you submit the same two units and every year the moderators offer both positive and constructive criticism of it. Over time, you come out with two perfect units, and once you know what a perfect unit is, it's really easy to filter that down into your entire programme. For example; I wrote task specific clarifications that were approved during my moderation. I took that format, changed the language to have our school approved grade 6-7 and 8 language, and then had new rubrics for all my classes (gr9 uses the exit criteria in our school). Another example; my coordinator showed me how to use an excellent test format that our grade 10 teachers have been using across the curricula. I took that format and shared it with my team teacher in drama. When both of ours passed moderation, I reworked it for grades 6 through 9 and now it's my general format.
Moderation teaches you how to do IB units and then checks to see how you are doing.
... Don't let anyone say it's not stressful ... It is.
How to do moderation?
#1. Read the moderation section of your subject guide. Then re-read it again. Then highlight and annotate it. Then go and speak with your MYP coordinator about it.
#2. Read past moderators reports, but make sure they are reports from teachers who had some problems with moderation. The first time I ever did moderation, I read the report from a teacher named Tessa Sebrits. I'm naming her because she's an amazing teacher and if you ever come across her, you should hire her immediately! Anyhow, her moderation report read like this:
- All tasks were suitable.
- All assessment judgements were suitable.
- The moderators thank the teacher for an excellent sample.
What?! Thanks Tessa, but I didn't learn anything about moderation from your report! The next report I read was from someone who had a lot of problems and so it was very helpful. I read things like, "Video sample was of poor quality and moderators could not identify the students." Okay, check that one off my list -- I need to have good quality video and the kids have to be clearly identified. Next?
#2. Read past moderators reports, but make sure they are reports from teachers who had some problems with moderation. The first time I ever did moderation, I read the report from a teacher named Tessa Sebrits. I'm naming her because she's an amazing teacher and if you ever come across her, you should hire her immediately! Anyhow, her moderation report read like this:
- All tasks were suitable.
- All assessment judgements were suitable.
- The moderators thank the teacher for an excellent sample.
What?! Thanks Tessa, but I didn't learn anything about moderation from your report! The next report I read was from someone who had a lot of problems and so it was very helpful. I read things like, "Video sample was of poor quality and moderators could not identify the students." Okay, check that one off my list -- I need to have good quality video and the kids have to be clearly identified. Next?
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