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Policy and practice in relation to external moderation of school-based assessment in 13 examination systems internationally.

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Title: Policy and practice in relation to external moderation of school-based assessment in 13 examination systems internationally.
Authors: Murchan, Damian1 (AUTHOR) damian.murchan@tcd.ie, Shaw, Stuart2 (AUTHOR), Likhovtseva, Evgenia3 (AUTHOR)
Source: Assessment in Education: Principles, Policy & Practice. Oct-Dec2025, Vol. 32 Issue 5/6, p488-514. 27p.
Subject Terms: *Test validity, *Test design, *Summative tests, *Instructional systems, *Educational evaluation, Moderation, Quality assurance
Abstract: This study investigates how different jurisdictions implement external moderation of school-based assessment (SBA). Concerns about high-stakes examinations at upper secondary level prompt systems to incorporate SBA into their qualifications. While addressing issues of validity and student stress, SBA raises reliability concerns, potentially compromising trust in the qualifications. External moderation is frequently used to allay such concerns. This study identifies illustrations of moderation in secondary school exit examinations and investigates the local contexts in which they occur. A two-phase sequential design was used to explore the variables of interest across 13 jurisdictions using a review of publicly available documentation and interviews with examination officials in 9 examination organisations. Findings reveal how education systems use moderation to ensure consistency of standards within and across schools. A range of approaches were identified but showing a marked mixing of models. The findings provide useful advice for jurisdictions contemplating introducing externally moderated SBA. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study investigates how different jurisdictions implement external moderation of school-based assessment (SBA). Concerns about high-stakes examinations at upper secondary level prompt systems to incorporate SBA into their qualifications. While addressing issues of validity and student stress, SBA raises reliability concerns, potentially compromising trust in the qualifications. External moderation is frequently used to allay such concerns. This study identifies illustrations of moderation in secondary school exit examinations and investigates the local contexts in which they occur. A two-phase sequential design was used to explore the variables of interest across 13 jurisdictions using a review of publicly available documentation and interviews with examination officials in 9 examination organisations. Findings reveal how education systems use moderation to ensure consistency of standards within and across schools. A range of approaches were identified but showing a marked mixing of models. The findings provide useful advice for jurisdictions contemplating introducing externally moderated SBA. [ABSTRACT FROM AUTHOR]
ISSN:0969594X
DOI:10.1080/0969594X.2025.2562814