Assessing Mathematics

Moderating Mathematics Assessment

Over the coming weeks, teachers will be using staff meeting time to moderate Mathematics assessments. This process involves teachers working collaboratively to review a range of evidence, including Essential Assessment data, student work samples, Maths Online Interview results, PAT Maths Adaptive testing, and teacher observations.

The purpose of moderation is to ensure that teacher judgments about student learning are consistent, accurate, and aligned with the Victorian Curriculum 2.0. By comparing and discussing this information, teachers develop a shared understanding of achievement standards, clarify what evidence of learning looks like at each level, and make informed, reliable decisions when assigning progression points.

Moderation also plays an important role in improving teaching practice, as it encourages rich professional dialogue and reflection on assessment approaches and student learning needs. Through these discussions, teachers can identify next steps for learning, plan for targeted instruction, and ensure every student’s progress is recognised.

As we continue the implementation of the Mathematics Curriculum 2.0, teachers are using a triangulated approach to assess student learning. This entails combining test data, classroom observations, and student work samples to build a comprehensive picture of achievement.

With the introduction of new curriculum reporting guidelines, student reports this semester will show each child’s growth in Mathematics compared with their Semester 1 report. This ensures families can clearly understand the progress their child has made in Mathematics throughout the year.

~ Sophie Ratcliffe, Numeracy Learning Specialist