Theorising a contextual framework for moderation of internal assessment: development and opportunities

Abstract Suitable execution of moderation policy is challenging but crucial for the trustworthiness and credibility internal high-stakes assessment systems. In formal education, policies are rarely implemented as intended. Instead, they enacted in ways influenced by mediating factors including external contexts organisations. Ball, Maguire Braun’s (2012) contextual-dimensions heuristic provides a conceptualisation organisation-specific contexts, which useful when organisation unit analysis. However, comprehensive analysis enactment—including that relating to moderation—warrants consideration narrower scope than whole organisations wider individual this article, we modify Ball colleagues’ heuristic, incorporating Biggs’ (1993) application systems theory, develop new contextual framework applicable on multiple scales enables such This applied selection contemporary studies with scopes vary from one course, jurisdiction-wide, illustrate its utility. Our captures hierarchy embedded, interacting within makes relationships visible, allowing perspectives between units nuanced context distinguishes material human factors, intrinsic extrinsic contexts. We present potential uses education organisations, central agencies researchers tool identifying involved executing initiatives possible pressures, tensions enablers.