A critique of writing moderation policy and implementation in England

<p dir="ltr">Writing moderation, used to ensure reliable teacher judgements of pupil writing in primary schools, is an overlooked aspect of assessment in England. Despite its key role in national accountability and school comparisons, it has received little attention. Since its 2016 inception, various policy documents have guided teachers, schools and local authorities in standardised moderation practices. This article examines writing moderation through policy analysis and literature review, highlighting key issues in its fairness, validity and equity. Using discourse analysis, the authors explore whether writing moderation functions as a just and reliable process within the current assessment framework.</p>