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Assessment and moderation

Moderation is an integral part of assessment ensuring that standards are consistent among teachers, schools and LAs and that they are maintained from year to year.  In order to ensure accuracy and consistency in judgements, there are various processes a school may engage with.

 

Stage Description
Formative assessment Teachers make day-to-day professional judgements on children’s progress and attainment to inform next steps in learning.
Standardisation A professional development activity where teachers secure their understanding of national standards. Where there are differences, teachers must review their judgements and align them with national standards.
Teacher Assessment Following standardisation, teachers make informed judgements about children’s summative attainment against national standards. Teachers must base their teacher assessment judgement on a broad range of evidence across the curriculum for each pupil.
School moderation With colleagues in school, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency.
School cluster/ collaborative moderation and / or LA moderation events With colleagues from other schools, teachers use national standards and exemplification materials to review a selection of the judgements and supporting evidence to check their accuracy and consistency. Disagreement must be resolved to ensure that all judgements are in line with national standards and may require revisiting all previous teacher assessment judgements.

The TA frameworks only cover key aspects of assessment within Y2 and Y6. These will be used for external moderation purposes. For other year groups, teachers will need to refer to national curriculum programmes of study.

External statutory moderation Visits by LA external moderators to review teachers’ judgements across the range of attainment to ensure that teacher assessments are accurate and in line with national standards. If judgements are not validated by the external moderator, the moderator will explain what needs to be done to ensure the judgements are valid. Any changes to data will need to be resubmitted. The school must not resubmit TA data after the deadline without the authorisation from STA or the LA.

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Please see attached letter and supporting paperwork below for summer term dates.

Please see attached letter and supporting paperwork below for summer term dates.

The Department for Education (DfE) is planning to make changes to the Early Learning Goals (ELGs) / Early Years Foundation Stage Profile (EYFSP), and is piloting the reforms in 25 schools, selected to be a representative mix of all schools, prior to a full national public consultation. The autumn term Leaders and Managers Early Years Network meetings on Friday 9th November am/pm will give EY leads the opportunity to discuss the draft changes. The draft Early Learning Goals should not limit the wide variety of rich experiences that are crucial to child development. They are for end of year summative best–fit assessment judgements. The revised ELGs will come into effect in 2020 - 2021.

Updated Early Education and Childcare: LA Statutory Guidance and the Operational Guidance. The DfE has updated both documents which will take effect from 1st September 2018 - link below

Please also see links below for further guidance.