One of the requirements of registration with TASC is that each provider must have clearly documented and effective plans in place for the internal moderation of assessments of the TASC-accredited courses they deliver. This helps to ensure comparability of standards between classes and providers and fairness in assessment for all students.

How should internal moderation be done?

  • Principals should ensure all teachers of TASC-accredited courses have been provided with opportunities to participate in moderation meetings to build their shared common understandings of the criteria standards in the courses they teach.
  • The Curriculum, Teaching and Attainment (CTA, previously called Senior Secondary Provision) Team at DECYP, on behalf of government and non-government schools, coordinates Moderation days for many courses each year.
  • The TASC Quality Assurance meetings for specified Level 2 courses also provide opportunities for teachers to discuss and assess student work.
  • In order to support teachers to develop their understanding of the criteria and standards, providers may also need to organise their own internal moderation activities for some courses. These meetings may be for teachers at their school or with teachers of the same course from other schools.

Note: Where a school has small enrolment numbers in a TASC-accredited course or there is a sole teacher of a course at a school, it is recommended that the school forms a partnership with another school or schools to undertake collaborative internal moderation of assessment.

View additional information on Standards for Within-Provider Within Course Comparability of Internal Assessment.

More information can be found at TASC’s expectations regarding ‘packaging’, ‘bundling’ and ‘concurrent delivery’ of accredited courses.

  • All criteria judgements are made by the teacher/provider
  • Assessment is to be based on evidence (student work) and the application of the criteria standards which are located in course documents
  • Teachers must only use the criteria standards when making assessment judgements
  • Providers report the student’s final ratings against course criteria to TASC
  • All assessments are subject to TASC quality assurance processes.

Each provider should establish and document their own moderation plans each year. These should be clearly understood by all teachers of TASC-accredited courses in the school and be made available to TASC on request.

Internal moderation activities should be based on teachers marking student work samples using the criteria and standards of the course. This should be followed by a discussion of discrepancies, noting any adjustments that may need to be made to teachers’ assessments.

A school’s internal moderation of assessments plan should include:

  • a schedule of moderation meetings/activities for all the TASC-accredited courses the provider delivers, including teacher attendance at DECYP organised moderation meetings, teacher attendance at TASC Quality Assurance meetings and provider-run moderation meetings. It should include:
    • details of where records are kept of the activities undertaken and the outcomes of these meetings (include Years 11 and 12 website, TASC Quality Assurance meetings, school internal systems)
    • a record sheet for moderation meetings
    • details of where student work samples (at agreed rating/award level) will be archived within the school
    • a scheduled review of the moderation processes to ensure their effectiveness.