Teacher assessment moderation: standardisation and training process

Standardisation provides schools with assurance that localLA authorities’ moderation teams have the required knowledge to completeundertake moderation of KS2key stage 1 (KS1) and key stage 2 (KS2) English writing teacher assessment.assessment (TA).

It ensures:

• the consistency and accuracy of teacherTA assessment and its moderation across England
• localLA authorities moderators are familiar with the KS1 and KS2 English writing frameworks for the academic2022 yearto 2023 toacademic 2024year

KS2Each key stage is moderated annually. LocalLAs authorities are required to moderate at least 25% of maintained schools and 25% of academies and participating independent schools that have opted into the localLA’s authority’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 20242023 will only be granted on successful completion of a standardisation exercise. AllFollowing feedback, we have agreed to open all three standardisation exercises are available for all moderators to attempt. Each moderator will be allowed a maximum of two attempts outwith of the three exercises available.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 the2022 academic year 2023 to 2024 will be available on the Primary Assessment Gateway (PAG) on Monday10 2 October 2023.2022. Previous years’ training and standardisation materials will also be available for use if required. LocalLAs authorities 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 localLAs authorities deliver training to their moderators before the moderators complete the standardisation exercise. This should preferably take place on separate days.

Standardisation and training timeline

Moderator2022/23 moderator training material overview for the academic year 2023 to 2024

To help you work with the new training materials, we have provided the following lists which outline what the training materialsmaterial covercovers in more detail. This should make navigation easier for users.

HistoricThere KS1are andseveral KS2videos trainingavailable, materialsalong with the accompanying transcripts. These videos are also available on the PAGSTA’s YouTube playlist.

2023KS1 and KS2 TE102022 Dialoguetraining videos and supporting material

2023

2022 TrainingVideo exercise1 10professional (TE10):discussion
The Evidencingprofessional dialoguediscussion at– covering the expectedmoderation 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 (EXS)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

• Speech
• Dialogue
• What
• Verbs
• Activity
• Activity
• National
• The
• The
• ‘Uncommon’
• Independence
• Summary:

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 howthe speechconcept of composition in relation to a KS1 writer who has been identified as GDS.
Activity 1a: Clarity and dialoguepurpose
Activity are1b: usedDefining 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 1a:1: ExploringConsidering the reasonslearning whyopportunities that enable pupils includeto speechindependently indemonstrate their full application of writing skills.
Activity 1a: Independent writing
Activity 1b: Independent writing
Activity 2: EvidencingExploring dialoguepupil atscripts EXSwhich have been assessed as GDS.
Activity 2a: ExploringGathering 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 dialogueworking at working at the expected standard (EXS) and GDS).
Activity 2b:1: Exploring dialoguethe thattransition doesfrom notwriting meetsimple, thecoherent statementnarratives atto writing effectively and coherently for different purposes.
Activity 1a: Work scrutiny – meeting EXS
Activity 3:1b: ConsideringFalling whethershort dialogueof isthe adequatelyGDS
Activity evidenced1c: inCollating aand singleconsidering pieceevidence
Activity 3a:2: ExploringReflecting dialogueon inwriting awhich singlemeets piece 2023EXS; KS2comparison TE11of Verbs 2023writing Trainingsamples.
Activity exercise2a: 11Scrutiny (TE11):of Identifyingwriting verbassessed formsas working EXS
Activity 2b: Comparing writing at GDS and evidencingEXS
Activity tense2c: Collating and cohesionconsidering evidence
(Previously uploaded in relation2021 now aligned to verbs 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: IdentifyingExploring the impact and exploringfeatures verbof formscoherent writing to support decision-making between working-towards the expected standard (WTS) and EXS.
Activity 1a: ReflectingDescribing onEXS.
Activity the1b: roleRecognising technical facilitators of verbscohesion.
Activity do2: verbsExploring express? Verbswriting in relation to the national‘pupil curriculum 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 teacher‘pupil assessmentcan’ frameworkstatements for WTS and EXS.
Activity 2:1: ConsideringDefining verbnarrative tensesand allocating standards.
Activity 1a: Defining narrative.
Activity 1b: Identifying difficulties in pupilcomposing writingnarrative.
Activity 2a:1c: ExploringIdentifying verbevidence tensesof coherence in pupilnarrative writingwriting.
Activity 3:2: Consideringexploring hownarrative consistentwriting and correctlooking tensesfor supportevidence cohesionof the ‘pupil can’ statements.
2022 3a:KS1 EvidencingTE5 howresponse verbdocument
2022 tenseKS1 buildsTE6 cohesionco-ordination and subordination
Training 4:exercise Considering6 how(TE6): theThe selectionuse of co-ordination and manipulationsubordination ofin verbcreating formscoherent supportswriting.
Activity a1: varietyThe function of purposesco-ordinating and subordinating conjunctions.
Activity 4a:1a: ConsideringUsing howco-ordination verband formssubordination areaccurately.
Activity selected1b: Using co-ordination and manipulatedsubordination topurposefully createand effects 2023skilfully.
Activity KS22: TE12Looking Spelling 2023at 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 127 (TE12):(TE7): EvidencingExploring evidence systematically (EXS).
Activity 1: Looking at a piece of pupil work to begin the keyprocess stageof 2deciding frameworkwhich statements it meets.
Activity 1a: Considering purpose (recount).
Activity 1b: Finding evidence for spelling EXS.
Activity 1:2: ReflectingGathering onfurther theevidence statementsthrough describingsystematic spellingreview.
Activity curriculum2a: forReflection English:on spellingretells inas keysources stagesof 1evidence.
Activity and2b: 2Gathering further evidence. Key points.
Activity framework3: statementsExamining pupil writing for spellingevidence atof keyGDS.
2022 stageKS1 2TE7 response document
2022 statutoryKS1 wordTE8 listsprofessional discussion
Training exercise 8 (TE8): Validating judgements through the professional discussion.
Activity 1: The qualifierspurpose of the professional discussion and your role as facilitator. Purpose: a summary.
Activity 1a: EvidencingIdentifying 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 statutorydiscussion.
Activity word2c: listsResponding appropriately.
Activity 2d: Guiding the professional discussion.
Activity 3: Using questioning to pinpoint evidence for a standard and ‘morehighlight ambitious’gaps vocabularyin evidence.
Activity 1b:3a: ReflectingQuestioning onappropriately.
Activity ‘uncommon’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 ‘morebelow ambitious’the vocabularypre-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 spellingreflecting on the pre-key stage statements.
Activity 1c:2: EvidencingIdentifying independentwork spellingat or below the standards of national curriculum assessment.
Activity 2a: Exploring pupil scripts
Activity 12b: Reflection of initial review of Pupil A
Activity 2:2c: ExaminingReviewing evidence against the pre-KS1 standards
Activity 2d: Reflection of initial review of Pupil B
2022 KS1 TE9 response document

KS2 2022 training material

• The
• Writing
• How
• Knowledge,
• Progression
• Activity
• Evidencing
• Identifying
• How
• Register
• Register
• Register

2022 KS1 TE9 PKS
Training exercise 1 (TE1): Exploring evidence forsystematically spelling(this inpiece pupilof work is at EXS).
Activity 2a:1: ValidatingLooking at a judgementpiece of WTSpupil work to begin the process of deciding which statements it meets. Summary.
Activity 2b: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 WTSGDS) and using exemplification material.
Activity 2c:1: ExaminingLooking spelling at EXSa second piece of writing to follow up lines of enquiry arising from consideration of a first piece of writing.
Activity 3:2: ReflectingLooking onat atwo ‘particularadditional weakness’pieces inof spellingwriting to add to the picture of a pupil’s overall achievement.
Activity 3: ExaminingResolving workremaining byquestions about which standard a pupil withis aachieving ‘particularby weakness’ 2023considering exemplification material.
(Previously uploaded in 2021 now aligned to 2022 material.)
2022 KS2 TE13TE2 Purpose 2023– response document
2022 KS2 TE3
Training exercise 133 (TE13):(TE3): WritingExploring forevidence purposesystematically and audience (GDS).
Activity 1: ConsideringDistinguishing progressionbetween inEXS and GDS by considering how writing forevidence purposevalidates anda audienceTA judgement.
Activity purpose2: Looking at a second piece of writing,writing to follow up Lines of enquiry arising from consideration of a first piece of writing.
Activity 3: Considering additional writing forto purposeadd andto purposefulexisting writersevidence relating to GDS.
(Previously uploaded in the2021 nationalnow curriculumaligned to 2022 material.)
2022 researchKS2 andTE3 the– nationalresponse curriculumdocument
2022 textsKS2 areTE4 shapeddistinguishing byWTS EXS
Training exercise 4 (TE4): Distinguishing between standards (WTS and EXS at the writingend contextof KS2).
Activity understanding1: andConsidering skillsthe necessarydistinctions forbetween writingthe for‘pupil purposecan’ statements for WTS and audienceEXS.
Activity 1a: Reflecting on the knowledge,‘pupil understandingcan’ statements for WTS and skillsEXS.
Activity which1b: supportExploring writingthe statements for purposehandwriting, spelling and audiencepunctuation across the standards.
Activity in1c: writingExploring the statements for purposedescriptive andwriting audienceacross inthe standards.
Activity 1d: Exploring the curriculumstatements describing cohesion across the standards.
Activity 1b:1e: MappingExploring progressthe instatements describing writing for purpose andacross the audiencestandards.
Activity 2: ReflectingApplying onyour knowledge of the distinctionsdifferences between standards when assessing pupil writing.
Activity 3: Articulating the statementsdifferences relatedbetween tostandards writingby forexamining purposework andat audiencedifferent standards.
2022 3:KS2 IdentifyingTE4 – response document
2022 KS2 TE5 evidencing WTS
Training exercise 5 (TE5): Exploring evidence ofsystematically: writingWTS forat athe rangeend of purposesKS2.
Activity and1: audiencesExploring across the standardsevidence.
Activity 1a: Identifying evidence to support WTS.
Activity 1b: Identifying confirmatory and additional evidence.
Activity 2: Following a range‘lines of purposesenquiry’ andapproach.
Activity audiences2a: Formulating lines of enquiry.
Activity 3a:2b: ReflectingFollowing onlines writingof tasksenquiry.
Activity 2c: Formulating questions for the professional discussion.
2022 KS2 TE5 – purposeresponse anddocument
2022 textKS2 typeTE6 balanced argument
Training evidenceexercise for6 ‘writing(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 purposea range of purposes and audience’use acrossparagraphs to organise ideas (WTS); then consider the assessmentrelated framework standardsstatements for the expected standard.
Activity 3b:1a: AAssessing recountPupil inA diaryagainst formWTS statements.
Activity 3c:1b: Assessing Pupil A descriptiveagainst narrativeEXS –statements.
Summary: openingPupil sequenceA.
Activity 3d:2: ALook letterat writing to instruct Activityconfirm 3e:that Athe discursivepupil reportcan: –write effectively for a newspaperrange article 2023of KS2purposes TE14and Register 2023audiences, Trainingselecting exerciselanguage 14that (TE14):shows Identifyinggood andawareness evidencingof registerthe reader and levelsuse a range of formalitydevices to build cohesion within and across paragraphs (EXS).
Activity 2a: Pupil B – writing for purpose at theEXS.
Activity expected2b: standardPupil (EXS)B and– workingbuilding cohesion at greaterEXS.
Summary: depthPupil (GDS) B.
Activity 1:3: ReflectingSummarising onthe registerdistinction between evidence for WTS and formalityEXS in balanced argument writing.
2022 doKS2 audienceTE6 and– purposeresponse relatedocument
2022 toKS2 registerTE7 cohesion
Training exercise 7 (TE7): Identifying and formality?evidencing cohesion in pupil writing.
Activity 1: Reflecting on cohesion.
Activity 1a: Reflecting on registerhow inpupils pupilbuild writingcohesion.
Activity and1b: levelsMapping ofprogress formality in thecohesion nationalin curriculumKS2.
Activity 2:2:  Considering Standardthe Englishrole of adverbs, adverbials and levelssubordinating ofconjunctions formalityin building cohesion.
Activity 2a: RefreshingEvidencing youradverbs, understandingadverbials ofand whatsubordinating Standardconjunctions Englishwhich meanssupport cohesion by adding detail.
Activity 2b:3: IdentifyingConsidering registerthe use of pronouns, synonymous references, determiners, ellipsis and levelsrepetition ofto formalitysupport incohesion.
Activity 3a: Evidencing how a pupil writingavoids and uses repetition to build cohesion.
Activity 3:4: ChoosingConsidering the appropriaterole registerof adverbs and maintainingadverbials registerin signalling relationships between events, ideas and information in writingtexts.
Activity and4a: levelsEvidencing the use of formalityadverbs and adverbials to show how information in thea assessmenttext frameworkis related.
Activity 3a:5: EvidencingConsidering registereffective cohesion in pupil writing for different purposes.
Activity at5a: Considering the expecteddevices standard Registerselected atto thesupport greatercohesion depthin standard balanced argument and report writing.
Activity 3b:5b: ConsideringReaching howa welljudgment registerbased ison controlledthe andaccumulated maintained 2023evidence.
2022 KS2 TE15TE7 Register 2023– response document
2022 KS2 TE8 PKS
Training exercise 158 (TE15):(TE8): TheAssessing greaterpupils depthworking standard below the standards of national curriculum assessment.
Activity 1: ReflectingExploring onthe moderatingassessment greaterof depthpupils writing Activityworking 1a:below Moderatingthe greaterstandards for depththe writingend –of typicalKS2.
Activity scenarios1a: Reflecting on prior knowledge.
Activity 2: ExploringReflecting aon rangethe ofpre-KS2 greaterframework depthfor writingwriting, and comparing the statements for WTS and for pre-key stage Standards (PKS) 5 and 6.
Activity 2a: NewsReflecting reportson the pre-KS2 framework.
Activity 2b: Comparing the standards.
2022 KS2 TE8 – ‘drawingresponse ondocument
2022 reading’KS2 TE9 PKS
Training exercise 9 (TE9): Identifying and levelsassessing work within and work below the standards of formalitynational curriculum assessment.
Activity 2b:1: ‘DrawingUsing onthe reading’PKS framework to supportvalidate informalor writingchallenge a judgement of WTS.
Activity 2c:1a: ExplanationExamining textspupil forwork differentagainst audiencesthe – achievingWTS clarityand PKS frameworks.
Activity 2d:1b: DescriptiveAccumulating narrativesnew –and vocabularyfurther 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.

Contact us

Questions

ForIf you have any queries about localLA authoritymoderation, moderation or moderator training and standardisation, youplease can contact the national curriculum assessments helpline aton 0300 303 3013.