Moderators' perceptions of consistency in Key Stage 2 writing moderation across local authorities

Abstract This article explores moderators’ perceptions of the consistency of Key Stage 2 (KS2) writing moderation across Local Authorities (LAs) in England, a process central to securing the reliability and fairness of teacher assessment in a high‐stakes accountability system. Drawing on survey data from 33 LA lead moderators, the study provides rare empirical insight into how moderation is reported to be enacted, interpreted and experienced at the system's local operational level. Descriptive statistics and thematic analysis indicate that, while internal consistency within LAs is perceived as strong, supported by structured training, calibration activities and established quality‐assurance procedures, significant concerns persist regarding national comparability. Respondents highlighted the interpretive complexity of the Teacher Assessment Framework, particularly the working at greater depth standard, and identified outdated exemplification materials, uneven cross‐LA collaboration and the withdrawal of external oversight by the Standards and Testing Agency as key contributors to variability. Moderation was widely described as a professionally valuable and dialogic process, yet its effectiveness is constrained by resource pressures, limited teacher release time and the wider consequences of accountability. The findings underscore tensions between professional judgement and standardisation, suggesting that respondents perceive a moderation system that functions well locally but lacks coherence nationally. The article argues for renewed national coordination, updated exemplification materials and strengthened cross‐LA networks to enhance reliability, validity and equity in KS2 writing assessment.