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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
Language: English
Authors: Damian Murchan (ORCID 0000-0002-4681-8954), Stuart Shaw (ORCID 0000-0001-5667-5822), Evgenia Likhovtseva (ORCID 0000-0001-6123-2284)
Source: Assessment in Education: Principles, Policy & Practice. 2025 32(5-6):488-514.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary Schools, Exit Examinations, High Stakes Tests, Comparative Education, Foreign Countries, Grading, Student Evaluation, Testing Programs, Testing, Summative Evaluation
DOI: 10.1080/0969594X.2025.2562814
ISSN: 0969-594X
1465-329X
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495960
Database: ERIC
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  Data: Policy and Practice in Relation to External Moderation of School-Based Assessment in 13 Examination Systems Internationally
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  Data: <searchLink fieldCode="AR" term="%22Damian+Murchan%22">Damian Murchan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4681-8954">0000-0002-4681-8954</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stuart+Shaw%22">Stuart Shaw</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5667-5822">0000-0001-5667-5822</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evgenia+Likhovtseva%22">Evgenia Likhovtseva</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6123-2284">0000-0001-6123-2284</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2025 32(5-6):488-514.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 27
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink>
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  Data: 10.1080/0969594X.2025.2562814
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  Data: 0969-594X<br />1465-329X
– Name: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1495960
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        Value: 10.1080/0969594X.2025.2562814
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      – Text: English
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        PageCount: 27
        StartPage: 488
    Subjects:
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Exit Examinations
        Type: general
      – SubjectFull: High Stakes Tests
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Grading
        Type: general
      – SubjectFull: Student Evaluation
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      – SubjectFull: Testing Programs
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
    Titles:
      – TitleFull: Policy and Practice in Relation to External Moderation of School-Based Assessment in 13 Examination Systems Internationally
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              Y: 2025
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