Policy and Practice in Relation to External Moderation of School-Based Assessment in 13 Examination Systems Internationally

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Bibliographic Details
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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