[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-621108-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-621108-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","moderation-and-verification-of-internally-assessed-work","Moderation and Verification of Internally-Assessed Work","","Moderation and verification processes for internally-assessed work are examined in terms of how they improve an imperfect assessment system. The text distinguishes quality assurance and quality control, covering prevention-oriented monitoring and detection-oriented scrutiny, including internal standardisation and awarding-body procedures. It then compares statistical and social moderation, explaining how statistical moderation uses external anchors to make scores comparable, while social moderation relies on professional judgement, consensus, and collegial staff development to align standards across teachers and schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/moderation-and-verification-of-internally-assessed-work/621108/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/moderation-and-verification-of-internally-assessed-work/621108.png","ImageObject",300,407,{"name":42,"@type":43},"Fahsai","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are quality assurance and quality control in assessment moderation?","Question",{"text":63,"@type":64},"Quality assurance uses prevention-oriented procedures focused on preventing substandard assessment activities and products. Quality control uses detection-oriented scrutiny of assessment outcomes to ensure fairness and consistency.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is moderation needed for school-based assessment?",{"text":68,"@type":64},"Moderation is required because teachers may apply different standards and criteria when marking internally assessed components. It checks and adjusts marks to improve consistency and comparability.",{"name":70,"@type":61,"acceptedAnswer":71},"How does statistical moderation make assessments comparable?",{"text":72,"@type":64},"Statistical moderation adjusts scores using statistical techniques, often anchored by an external test taken by all students. This aligns the level and spread of schools’ assessments to the common external standard.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},621108,1792501935,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","This chapter will outline a variety of types of moderation and verification of internally-assessed work. It will discuss issues relating to, for example, accuracy and validity, quality assurance and control, and cost effectiveness. It provides some operational comparisons between different forms of moderation and verification currently in use, while considering some of the advantages and disadvantages of different types of moderation.  \nQUALITY OF ASSESSMENT  \nQuality procedures are used to improve the inherently imperfect process of assessment. Although these quality procedures can differ slightly in the way that they occur within moderation activities, all are focussed upon the setting, taking and marking of assessment tasks. The box below outlines the minor differences in how quality assurance and quality control are defined, as they relate to moderation.  \n\n| Quality assurance\u003Cbr>􀂃 a feed-forward (pre-outcome) approach with a focus on prevention\u003Cbr>􀂃 monitoring steps to avoid substandard assessment activities and products\u003Cbr>􀂃 processes taking place within a school through internal standardisation, moderation, or verification\u003Cbr>􀂃 determination of whether proper procedures are in place to provide accurate assessment\u003Cbr>􀂃 relates to assessment criteria and their meanings, rather than the assessment itself\u003Cbr>􀂃 processes ensure assessments are fit for purpose | Quality control\u003Cbr>􀂃 a feed-back (post-outcome) approach with a focus on detection\u003Cbr>􀂃 scrutiny of assessment outcomes to ensure fairness and consistency in assessment procedures\u003Cbr>􀂃 external to the school through awarding bodies’moderation or verification procedures\u003Cbr>􀂃 determination of whether outcomes are satisfactory |\n| --- | --- |\n\nThere isn’t always a clear distinction or separation between quality assurance and quality control. For example, there can be interactions between the different methods of evaluating the quality of assessment processes and products , so that the results of quality control procedures can help inform quality assurance  \nprocedures. Broadly speaking, then, moderation can be considered a form of quality management, something which provides accountability and a means of improving assessment.  \nTYPES OF MODERATION  \nIn reality, teachers are unlikely to apply identical standards and criteria when marking school-based components of examinations, so moderation procedures are required to check and, if necessary, adjust teachers’ marks. There are two main types of moderation: statistical moderation and social moderation. Statistical moderation aims to match up performances from different sources or in different subject areas by statistically adjusting scores in an attempt to make them comparable. For example, between-teacher (or school) comparisons can use an external examination as an anchor measure to statistically moderate scores assigned by teachers to the students at each school, such that results may change without altering the relative standing of individual students within a school.  \nRather than using statistical techniques to align standards, social moderation relies upon professional judgement and consensus as to what constitutes a performance which would meet those standards. Hence, social moderation relies primarily on judgement, although statistical methods are sometimes incorporated on a secondary basis, as is discussed below. Types of social moderation include, for example, approaches where individual performances on distinct tasks can be rated and compared using a common framework and standard. Alternatively, scores assigned by different teachers within a school, or a cluster of schools, on the same tasks can be compared with a national standard and adjusted accordingly. Importantly, and in contrast to the statistical approaches, social moderation has a greater emphasis on collegiality and the achieving of consensus through social interaction and staff development. The next sections address statistical and social approaches t","cbCailI34xH8F33q","https://ap.wps.com/l/cbCailI34xH8F33q","pdf",668781,"English","# QUALITY OF ASSESSMENT\n## Quality assurance vs quality control\n# TYPES OF MODERATION\n## Statistical moderation\n## Social moderation","[{\"question\":\"What are quality assurance and quality control in assessment moderation?\",\"answer\":\"Quality assurance uses prevention-oriented procedures focused on preventing substandard assessment activities and products. Quality control uses detection-oriented scrutiny of assessment outcomes to ensure fairness and consistency.\"},{\"question\":\"Why is moderation needed for school-based assessment?\",\"answer\":\"Moderation is required because teachers may apply different standards and criteria when marking internally assessed components. It checks and adjusts marks to improve consistency and comparability.\"},{\"question\":\"How does statistical moderation make assessments comparable?\",\"answer\":\"Statistical moderation adjusts scores using statistical techniques, often anchored by an external test taken by all students. This aligns the level and spread of schools’ assessments to the common external standard.\"}]","Moderation and Verification of Internally-Assessed Work | PDF",1792464959,25]