We need to talk about moderation: practitioner voices on the Key Stage 2 writing assessment
FORUM - Print ISSN 1474-7685 - Online ISSN 2047-7171
Volume 68 Number 3 (2026)
We need to talk about moderation: practitioner voices on the Key Stage 2 writing assessment
Rebecca Clarkson pages 127‑134
DOI: 10.3898/forum.2026.68.3.12
Abstract
This commentary examines Key Stage 2 writing moderation in England, drawing on critical policy analysis and practitioner testimony to explore how moderation is enacted and experienced in schools. While official discourse frames moderation as collaborative and reliable, teachers describe a system shaped by compliance, power dynamics and high-stakes accountability. Practitioner voices reveal socially uneven judgements, risk-averse pedagogy and significant emotional labour. The article argues that moderation functions less as professional dialogue and more as a mechanism of control, with consequences for creativity, teacher autonomy and pupils’ writing experiences.
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To cite this article
Rebecca Clarkson (2026) We need to talk about moderation: practitioner voices on the Key Stage 2 writing assessment, FORUM, 68(3), 127-134 . https://doi.org/10.3898/forum.2026.68.3.12