Supporting fair assessment: Marking NEA

The role of teachers in assessing NEA 

NEAs are used to assess learners in a variety of contexts. The use of NEA is especially appropriate in situations where real-time observation is critical. For example, in subjects such as Food and Nutrition, teachers can directly observe learners’ techniques and outcomes: seeing, smelling, and even tasting the final product. Similarly, when tasks are shaped by local contexts or designed by the teacher, it makes sense for the teacher to take the lead in assessing performance.  

To maintain fairness and consistency across schools and colleges, assessments marked by teachers/lecturers are moderated by the relevant exam board. Moderation ensures that marking standards are aligned nationally, so that a learner in one school/college is neither advantaged nor disadvantaged compared to their peers elsewhere. This collaborative process between schools/colleges and exam boards is essential in upholding trust in qualifications. 

Criteria and exemplars: supporting fair assessment 

To support teachers and lecturers in this responsibility, WJEC provides clear and structured assessment criteria. These criteria form the foundation of all marking decisions and should be the primary reference point when judging learners’ work. They enable marks to be awarded consistently and transparently, giving both teachers and learners confidence in the process. 

In addition to the assessment criteria, WJEC provides exemplar materials; sample responses that demonstrate how the criteria can be applied in practice. These exemplars are marked by the Principal Moderator and include commentary explaining why specific marks have been awarded. They can be incredibly helpful in illustrating the standard expected at different levels. 

When a new specification is introduced, exemplar materials may not always be based on real learner work, as no learners will yet have completed the assessment. These early examples are designed to guide teachers and lecturers during the first cohort and form part of our pre-assessment Professional Learning offer. After the initial assessment cycle, they are typically replaced with authentic learner responses, offering a more comprehensive range of approaches. 

It is important to use exemplars appropriately. They are not a substitute for the assessment criteria and cannot capture every possible type of learner response. Teachers and lecturers should always mark work independently first, then use exemplars as a benchmark to review and refine their judgements. 

Keeping exemplars in the right hands 

Finally, while annotated exemplars are a valuable professional resource, they are not intended as classroom teaching materials. If shared with learners, this should only happen in a supervised setting to explain assessment criteria. Providing unrestricted access risks influencing learner’ work in ways that could undermine fairness of the assessment. 

By using assessment criteria and exemplars thoughtfully, teachers/lecturers can ensure that NEAs remain robust and fair for every learner.