Moderation leads to consistency
There is a need for consistency (of teacher judgments and overall teacher judgments):
- over time – same evidence viewed at different times leading to same judgment by same teacher
- against benchmarks or standards – equivalent application across different types of evidence
- by a teacher
- between teachers – within same school and different schools.
Moderation leads to interpreting and applying levels or standards in equivalent ways, and confirming teachers’ judgments about their students’ work.