Teacher assessment moderation: standardisation and training process
Information for local authorities (LAs) on training and standardisation for moderators of key stages 1 and 2 English writing.
Standardisation provides schools with assurance that LA moderation teams have the required knowledge to undertake moderation of key stage 1 (KS1) and key stage 2 (KS2) English writing teacher assessment (TA).
It ensures:
- the consistency and accuracy of TA and its moderation across England
- LA moderators are familiar with the KS1 and KS2 English writing frameworks for the 2022 to 2023 academic year
Each key stage is moderated annually. LAs are required to moderate at least 25% of maintained schools and 25% of academies and participating independent schools that have opted into the LA’s external moderation process.
Approval to moderate
Standardisation exercises are used to gain the Standards and Testing Agency’s (STA) approval to moderate and are undertaken annually.
STA approval to moderate English writing in 2023 will only be granted on successful completion of a standardisation exercise. Following feedback, we have agreed to open all three standardisation exercises for all moderators to attempt. Each moderator will be allowed two attempts with three exercises to choose from.
Moderator training
Online self-guided training materials will continue this year and have now become the standard delivery method.
Training materials for 2022 will be available on the Primary Assessment Gateway (PAG) on 10 October 2022. Previous years’ training and standardisation materials will also be available for use if required. LAs can use these materials to support their delivery of moderator training.
This year, several training videos will be available to download on the PAG. A higher quality version of these videos will also be made available on STA’s YouTube playlist.
We recommend that LAs deliver training to their moderators before the moderators complete the standardisation exercise. This should preferably take place on separate days.
Standardisation and training timeline
| Activities | Dates |
|---|---|
| Training material goes live on the PAG. | 10 October 2022 |
| All moderators can complete KS1 and KS2 standardisation exercise 1. | 7 November to 18 November 2022 |
| LAs to return exercise 1 moderation manager responses to STA. STA will mark moderation managers results. | 7 November to 18 November 2022 |
| Exercise 1 commentaries available on the PAG. | 21 November 2022 |
| LAs to return overview survey of successful pool/lead moderators to STA (exercise 1). | 21 November to 25 November 2022 |
| All moderators who were unsuccessful in exercise 1 to complete KS1 and KS2 standardisation exercise 2. | 9 January to 20 January 2023 |
| LAs to return exercise 2 moderation manager responses to STA. STA will mark moderation managers results. | 9 January to 20 January 2023 |
| Exercise 2 commentaries available on the PAG. | 23 January 2023 |
| LAs to return overview survey of successful pool/lead moderators to STA (exercise 2). | 23 January to 27 January 2023 |
| All moderators who were unsuccessful in exercise 1 or exercise 2 to complete KS1 and KS2 standardisation exercise 3. | 13 February to 24 February 2023 |
| LAs to return exercise 3 moderation manager responses to STA. STA will mark moderation managers results. | 13 February to 24 February 2023 |
| Exercise 3 commentaries available on the PAG. | 27 February 2023 |
| LAs to return overview survey of successful pool/lead moderators to STA (exercise 3). | 27 February 2023 to 3 March 2023 |
| Moderation managers to complete spreadsheet and share moderator names of all who passed standardisation with STA. | 27 February 2023 to 10 March 2023 |
| STA to share KS1 and KS2 blank approval to moderate certificates with LAs for 2022/23 test cycle. | 3 April 2023 |
2022/23 moderator training material overview
To help you work with the new training materials, we have provided the following lists which outline what the training material covers in more detail. This should make navigation easier for users.
There are several videos available, along with the accompanying transcripts. These videos are also available on the STA’s YouTube playlist.
KS1 and KS2 2022 training videos and supporting material
| 2022 Video 1 professional discussion |
|---|
| The professional discussion – covering the moderation process and how the professional discussion fits the overall judgement review, aims of the discussion and what can make a successful or challenging discussion.(Previously uploaded in 2021 now aligned to 2022 material) |
| 2022 Video 1 transcript |
| 2022 Video 2 collaboration |
| The professional discussion as a collaborative process – covering what is discussed and how a moderator can make the discussion collaborative and conversation equal using effective dialogue. |
| 2022 Video 2 transcript |
| 2022 Video 3 articulating the standards |
| Articulating the standards – covering how moderators can support teachers to articulate their understanding of the standards to support their judgments. |
| 2022 Video 3 transcript |
| 2022 Video 4 challenging the standard |
| Challenging the standard – covering how moderators might face and overcome challenging of a judgement, supporting teachers, and building confidence in validating written evidence against the frameworks to talk through the challenge and manage a difficult conversation. |
| 2022 Video 4 transcript |
KS1 2022 training material
| 2022 KS1 TE1 |
|---|
| Training exercise 1 (TE1): Writing effectively and coherently (this piece of work is for working at greater depth (GDS)). |
| Activity 1: Considering the concept of composition in relation to a KS1 writer who has been identified as GDS. |
| Activity 1a: Clarity and purpose |
| Activity 1b: Defining coherence in context |
| Activity 2: Exploring writing in relation to the ‘pupil can’ statement ‘The pupil can, after discussion with the teacher, write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing’. |
| Activity 2a: Scrutiny of greater depth writing |
| Activity 2b: Collating and considering evidence |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS1 TE1 response document |
| 2022 KS1 TE2 |
| Training exercise 2 (TE2): Independent writing and writing effectively and coherently (this piece of work is for working at GDS) |
| Activity 1: Considering the learning opportunities that enable pupils to independently demonstrate their full application of writing skills. |
| Activity 1a: Independent writing |
| Activity 1b: Independent writing |
| Activity 2: Exploring pupil scripts which have been assessed as GDS. |
| Activity 2a: Gathering evidence from writing |
| Activity 2b: Collating and considering evidence |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS1 TE2 response document |
| 2022 KS1 TE3 |
| Training exercise 3 (TE3): Writing effectively and drawing on reading (this piece of work is for working at working at the expected standard (EXS) and GDS). |
| Activity 1: Exploring the transition from writing simple, coherent narratives to writing effectively and coherently for different purposes. |
| Activity 1a: Work scrutiny – meeting EXS |
| Activity 1b: Falling short of the GDS |
| Activity 1c: Collating and considering evidence |
| Activity 2: Reflecting on writing which meets EXS; comparison of writing samples. |
| Activity 2a: Scrutiny of writing assessed as working EXS |
| Activity 2b: Comparing writing at GDS and EXS |
| Activity 2c: Collating and considering evidence |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS1 TE3 response document |
| 2022 KS1 TE4 unpicking WTS |
| Training exercise 4 (TE4): Analysis of the working towards statement ‘write sentences that are sequenced to form short narratives’. |
| Activity 1: Exploring the impact and features of coherent writing to support decision-making between working-towards the expected standard (WTS) and EXS. |
| Activity 1a: Describing EXS. |
| Activity 1b: Recognising technical facilitators of cohesion. |
| Activity 2: Exploring writing in relation to the ‘pupil can’ statement ‘write sentences that are sequenced to form a short narrative’. |
| Activity 2a: Scrutiny of WTS writing. |
| Activity 2b: A comparison of writing that is WTS. |
| 2022 KS1 TE4 response document |
| 2022 KS1 TE5 narrative |
| Training exercise 5 (TE5): Exploring narrative in relation to the ‘pupil can’ statements for WTS and EXS. |
| Activity 1: Defining narrative and allocating standards. |
| Activity 1a: Defining narrative. |
| Activity 1b: Identifying difficulties in composing narrative. |
| Activity 1c: Identifying evidence of coherence in narrative writing. |
| Activity 2: exploring narrative writing and looking for evidence of the ‘pupil can’ statements. |
| 2022 KS1 TE5 response document |
| 2022 KS1 TE6 co-ordination and subordination |
| Training exercise 6 (TE6): The use of co-ordination and subordination in creating coherent writing. |
| Activity 1: The function of co-ordinating and subordinating conjunctions. |
| Activity 1a: Using co-ordination and subordination accurately. |
| Activity 1b: Using co-ordination and subordination purposefully and skilfully. |
| Activity 2: Looking at co-ordination and subordination in more detail using a selection of pupils’ work. |
| 2022 KS1 TE6 response document |
| 2022 KS1 TE7 EXS or GDS |
| Training exercise 7 (TE7): Exploring evidence systematically (EXS). |
| Activity 1: Looking at a piece of pupil work to begin the process of deciding which statements it meets. |
| Activity 1a: Considering purpose (recount). |
| Activity 1b: Finding evidence for EXS. |
| Activity 2: Gathering further evidence through systematic review. |
| Activity 2a: Reflection on retells as sources of evidence. |
| Activity 2b: Gathering further evidence. Key points. |
| Activity 3: Examining pupil writing for evidence of GDS. |
| 2022 KS1 TE7 response document |
| 2022 KS1 TE8 professional discussion |
| Training exercise 8 (TE8): Validating judgements through the professional discussion. |
| Activity 1: The purpose of the professional discussion and your role as facilitator. Purpose: a summary. |
| Activity 1a: Identifying purpose. |
| Activity 2: Reviewing a collection of pupil writing; arriving at a partial judgement and determining next steps. |
| Activity 2a: Reviewing evidence. |
| Activity 2b: Opening the discussion. |
| Activity 2c: Responding appropriately. |
| Activity 2d: Guiding the professional discussion. |
| Activity 3: Using questioning to pinpoint evidence for a standard and highlight gaps in evidence. |
| Activity 3a: Questioning appropriately. |
| Activity 3b: Reaching a judgement. |
| Activity 3c: Concluding the professional discussion. |
| 2022 KS1 TE8 response document |
| 2022 KS1 TE9 PKS |
| Training exercise 9 (TE9): Pupils working at or below the pre-key stage standards. |
| Activity 1: Exploring the assessments of pupils working below the standards for the end of KS1. |
| Activity 1a: Reflecting on prior knowledge. |
| Activity 1b: Examining and reflecting on the pre-key stage statements. |
| Activity 2: Identifying work at or below the standards of national curriculum assessment. |
| Activity 2a: Exploring pupil scripts |
| Activity 2b: Reflection of initial review of Pupil A |
| Activity 2c: Reviewing evidence against the pre-KS1 standards |
| Activity 2d: Reflection of initial review of Pupil B |
| 2022 KS1 TE9 response document |
KS2 2022 training material
| 2022 KS1 TE9 PKS |
|---|
| Training exercise 1 (TE1): Exploring evidence systematically (this piece of work is at EXS). |
| Activity 1: Looking at a piece of pupil work to begin the process of deciding which statements it meets. Summary. |
| Activity 2: Looking more closely at a piece of work for evidence relating to a standard and identifying next steps. |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS2 TE1 – response document |
| 2022 KS2 TE2 |
| Training exercise 2 (TE2): Distinguishing between standards (this piece of work is between EXS and GDS) and using exemplification material. |
| Activity 1: Looking at a second piece of writing to follow up lines of enquiry arising from consideration of a first piece of writing. |
| Activity 2: Looking at two additional pieces of writing to add to the picture of a pupil’s overall achievement. |
| Activity 3: Resolving remaining questions about which standard a pupil is achieving by considering exemplification material. |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS2 TE2 – response document |
| 2022 KS2 TE3 |
| Training exercise 3 (TE3): Exploring evidence systematically (GDS). |
| Activity 1: Distinguishing between EXS and GDS by considering how writing evidence validates a TA judgement. |
| Activity 2: Looking at a second piece of writing to follow up Lines of enquiry arising from consideration of a first piece of writing. |
| Activity 3: Considering additional writing to add to existing evidence relating to GDS. |
| (Previously uploaded in 2021 now aligned to 2022 material.) |
| 2022 KS2 TE3 – response document |
| 2022 KS2 TE4 distinguishing WTS EXS |
| Training exercise 4 (TE4): Distinguishing between standards (WTS and EXS at the end of KS2). |
| Activity 1: Considering the distinctions between the ‘pupil can’ statements for WTS and EXS. |
| Activity 1a: Reflecting on the ‘pupil can’ statements for WTS and EXS. |
| Activity 1b: Exploring the statements for handwriting, spelling and punctuation across the standards. |
| Activity 1c: Exploring the statements for descriptive writing across the standards. |
| Activity 1d: Exploring the statements describing cohesion across the standards. |
| Activity 1e: Exploring the statements describing writing for purpose across the standards. |
| Activity 2: Applying your knowledge of the differences between standards when assessing pupil writing. |
| Activity 3: Articulating the differences between standards by examining work at different standards. |
| 2022 KS2 TE4 – response document |
| 2022 KS2 TE5 evidencing WTS |
| Training exercise 5 (TE5): Exploring evidence systematically: WTS at the end of KS2. |
| Activity 1: Exploring the evidence. |
| Activity 1a: Identifying evidence to support WTS. |
| Activity 1b: Identifying confirmatory and additional evidence. |
| Activity 2: Following a ‘lines of enquiry’ approach. |
| Activity 2a: Formulating lines of enquiry. |
| Activity 2b: Following lines of enquiry. |
| Activity 2c: Formulating questions for the professional discussion. |
| 2022 KS2 TE5 – response document |
| 2022 KS2 TE6 balanced argument |
| Training exercise 6 (TE6): Distinguish WTS from EXS with close reference to two related framework statements. |
| Activity 1: Review writing to judge if the pupil can: write for a range of purposes and use paragraphs to organise ideas (WTS); then consider the related framework statements for the expected standard. |
| Activity 1a: Assessing Pupil A against WTS statements. |
| Activity 1b: Assessing Pupil A against EXS statements. |
| Summary: Pupil A. |
| Activity 2: Look at writing to confirm that the pupil can: write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader and use a range of devices to build cohesion within and across paragraphs (EXS). |
| Activity 2a: Pupil B – writing for purpose at EXS. |
| Activity 2b: Pupil B – building cohesion at EXS. |
| Summary: Pupil B. |
| Activity 3: Summarising the distinction between evidence for WTS and EXS in balanced argument writing. |
| 2022 KS2 TE6 – response document |
| 2022 KS2 TE7 cohesion |
| Training exercise 7 (TE7): Identifying and evidencing cohesion in pupil writing. |
| Activity 1: Reflecting on cohesion. |
| Activity 1a: Reflecting on how pupils build cohesion. |
| Activity 1b: Mapping progress in cohesion in KS2. |
| Activity 2: Considering the role of adverbs, adverbials and subordinating conjunctions in building cohesion. |
| Activity 2a: Evidencing adverbs, adverbials and subordinating conjunctions which support cohesion by adding detail. |
| Activity 3: Considering the use of pronouns, synonymous references, determiners, ellipsis and repetition to support cohesion. |
| Activity 3a: Evidencing how a pupil avoids and uses repetition to build cohesion. |
| Activity 4: Considering the role of adverbs and adverbials in signalling relationships between events, ideas and information in texts. |
| Activity 4a: Evidencing the use of adverbs and adverbials to show how information in a text is related. |
| Activity 5: Considering effective cohesion in writing for different purposes. |
| Activity 5a: Considering the devices selected to support cohesion in balanced argument and report writing. |
| Activity 5b: Reaching a judgment based on the accumulated evidence. |
| 2022 KS2 TE7 – response document |
| 2022 KS2 TE8 PKS |
| Training exercise 8 (TE8): Assessing pupils working below the standards of national curriculum assessment. |
| Activity 1: Exploring the assessment of pupils working below the standards for the end of KS2. |
| Activity 1a: Reflecting on prior knowledge. |
| Activity 2: Reflecting on the pre-KS2 framework for writing, and comparing the statements for WTS and for pre-key stage Standards (PKS) 5 and 6. |
| Activity 2a: Reflecting on the pre-KS2 framework. |
| Activity 2b: Comparing the standards. |
| 2022 KS2 TE8 – response document |
| 2022 KS2 TE9 PKS |
| Training exercise 9 (TE9): Identifying and assessing work within and work below the standards of national curriculum assessment. |
| Activity 1: Using the PKS framework to validate or challenge a judgement of WTS. |
| Activity 1a: Examining pupil work against the WTS and PKS frameworks. |
| Activity 1b: Accumulating new and further evidence. |
| Activity 1c: Identifying outstanding gaps in evidence. |
| Activity 2: Examining pupil work against pre-KS2 PK5 and PK6. |
| Activity 2a: Selecting a starting point. |
| Activity 2b: Accumulating evidence to build a picture. |
Questions
If you have any queries about LA moderation, or moderator training and standardisation, please contact the national curriculum assessments helpline on 0300 303 3013.
Last updated 10 October 2022 + show all updates
-
Updated for the 2022/23 academic year.
-
Section -- Approval to moderate - change of wording on standardisation exercise attempts - The second paragraph, last sentence has been changed to read as follows: Following feedback we have agreed, for this year, that moderators who were unsuccessful in standardisation exercise 1 will be allowed two further attempts to complete an exercise successfully instead of one further attempt. Section -- Standardisation and training timeline -- standardisation date changes -- The closing date to complete the standardisation exercise 2 has been changed to 3 February. Section -- STA to share KS1 and KS2 to complete blank approval to moderate certificates with Las for the 2022/22 test cycle. The date has been changed to 4 April.
-
The section Approval to moderate, the last paragraph has been changed to read as follows: In response to the disruption schools and LAs are facing due to the coronavirus (COVID-19) pandemic, STA will continue to allow LAs to decide how they deliver the exercises. Where exercises are carried out in the same room, it is expected that all national and local restriction guidance is followed.
-
Edited Approval to moderate section.
-
Updated approval to moderate section to include ‘Standardisation exercises should be completed in a central location, supervised by the LA moderation manager, or strategic lead in the case that a moderation manager is completing the exercise. This is to maintain the integrity of the exercise. Moderators should complete the exercise individually, without discussing the pupil collections'.
-
Added section '2021/22 moderator training material overview'.
-
Updates to standardisation and training process.
-
Amendment to standardisation and training timeline and the moderation training events section.
-
Updated for the 2020/21 academic year.
-
Changes to standardisation training event and exercise dates for the 2019/20 test cycle. Updates to allow LAs to plan for the standardisation activities.
-
Updated dates to confirm when approval to moderate letters will be issued.
-
First published.