Moderation of teacher assessment at key stage 2 and key stage 3: a review of accuracy and consistency

Summary

The findings of the survey are based on visits to eight cluster moderation meetings, two in each of the regional consortia, followed by visits to two schools in each cluster. During the visits, inspectors considered the effectiveness of cluster moderation meetings and of schools’ internal procedures for ensuring accurate teacher assessment. Inspectors focused specifically on the moderation of English, Welsh and Welsh second language. They also evaluated the extent to which providers are familiar with the new statutory requirements for cluster moderation.
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Recommendations

Local authorities and regional consortia should:

  • R1 Develop training opportunities for schools to ensure consistency in the judgements for oracy, sufficiency of the evidence base, better application of the ‘best fit’ method, and moderation of work on the borderline between levels
  • R2 Review their role in ensuring consistency of standards across clusters, authorities and regions

Schools should:

  • R3 Take account of a wide range of pupils’ work when assessing and moderating levels
  • R4 Take appropriate account of the level of support, drafting processes, the impact of teachers’ marking and the sufficiency of evidence when awarding a final level
  • R5 Focus on pupils’ work that is on the lower borderline of levels when moderating in schools and in cluster meetings
  • R6 Make sure that all levels are reviewed and adjusted suitably after internal and cluster moderation and before submitting final levels
  • R7 Refer to standardised materials when assessing, moderating and standardising in schools and in cluster meetings