Academic Journal

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

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Policy and Practice in Relation to External Moderation of School-Based Assessment in 13 Examination Systems Internationally
Γλώσσα: English
Συγγραφείς: Damian Murchan (ORCID 0000-0002-4681-8954), Stuart Shaw (ORCID 0000-0001-5667-5822), Evgenia Likhovtseva (ORCID 0000-0001-6123-2284)
Πηγή: Assessment in Education: Principles, Policy & Practice. 2025 32(5-6):488-514.
Διαθεσιμότητα: 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
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: 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
Περίληψη: 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
Αριθμός Καταχώρησης: EJ1495960
Βάση Δεδομένων: ERIC
Περιγραφή
ISSN:0969-594X
1465-329X
DOI:10.1080/0969594X.2025.2562814