ATODIAD C/ APPENDIX C Summary of Annual Report, Cynllun Colegau Cymru, 2016-2017 The purpose of this report is to evaluate the moderation process for each ITET programme in Wales teaching Welsh as a second language as part of Cynllun Colegau Cymru (the Welsh Scheme) The moderation seeks to ensure Colleges’ consistency across all institutions in teaching and assessment. Moderating Interviews 2017 Seventy seven trainees in twenty groups were interviewed this year. The moderation took place between March 14 and March 30. The various institutions were visited on the following dates: March 14: Bangor School of Education [18 BA trainees (Honours)] 5 groups March 22ain: TSD, Swansea [20 PGCE trainees] 5 groups March 24: Metropolitan, Cardiff [22 PGCE trainees] 6 March 30: South Wales University, Newport [17 BA (Honours) trainees] 4 groups Statistics for PGCE courses and BA courses are recorded in Appendix A by Coleg Cymraeg Cenedlaethol. The Moderation Process As with previous years, the criteria detailed on the Porth website were used for the moderation. In addition, language sheets (Appendix B) were created to facilitate the use of these. The way moderation is conducted has developed over recent years, with the moderator now reading portfolios in detail during the afternoon, rather than setting written tasks in the morning, as previously. The Moderation Process at each Centre Part A: The assessment was balanced and fair within each institution. Each institution had organised the interviews in a similar manner, responding to the guidelines given. The trainees were organised in groups relevant to their levels and were able to use their oral skills as required. There was also an opportunity for tutors to provide input about the the Scheme. The form of assessment reflects the aims of the programme. The current attainment of group members was identified clearly prior to the moderation and also the nature of the final assessment. It was apparent that tutors measured outcomes carefully against the criteria of the different Phases, that internal assessments at each Centre reflected the programme aims and the portfolios evidenced this.
ATODIAD C/ APPENDIX C Summary of Annual Report, Cynllun Colegau Cymru, 2016-2017 The purpose of this report is to evaluate the moderation process for each ITET programme in Wales teaching Welsh as a second language as part of Cynllun Colegau Cymru (the Welsh Colleges’ Scheme) The moderation seeks to ensure consistency across all institutions in teaching and assessment. Moderating Interviews 2017 Seventy seven trainees in twenty groups were interviewed this year. The moderation took place between March 14 and March 30. The various institutions were visited on the following dates: March 14: Bangor School of Education [18 BA trainees (Honours)] 5 groups March 22ain: TSD, Swansea [20 PGCE trainees] 5 groups March 24: Metropolitan, Cardiff [22 PGCE trainees] 6 March 30: South Wales University, Newport [17 BA (Honours) trainees] 4 groups Statistics for PGCE courses and BA courses are recorded in Appendix A by Coleg Cymraeg Cenedlaethol. The Moderation Process As with previous years, the criteria detailed on the Porth website were used for the moderation. In addition, language sheets (Appendix B) were created to facilitate the use of these. The way moderation is conducted has developed over recent years, with the moderator now reading portfolios in detail during the afternoon, rather than setting written tasks in the morning, as previously. The Moderation Process at each Centre Part A: The assessment was balanced and fair within each institution. Each institution had organised the interviews in a similar manner, responding to the guidelines given. The trainees were organised in groups relevant to their levels and were able to use their oral skills as required. There was also an opportunity for tutors to provide input about the the Scheme. The form of assessment reflects the aims of the programme. The current attainment of group members was identified clearly prior to the moderation and also the nature of the final assessment. It was apparent that tutors measured outcomes carefully against the criteria of the different Phases, that internal assessments at each Centre reflected the programme aims and the portfolios evidenced this.
(S)Adroddiad-Blynyddol-Cynllun-Colegau-Cymru-2017.docx