Moderation as Judgement Practice: Reconciling System Level Accountability and Local Level Practice.

Klenowski, Valentina, Adie, Lenore E., Gunn, Stephanie, Looney, Anne, Elwood, Jannette, Wyatt-Smith, Claire, & Colbert, P. (2007) Moderation as Judgement Practice: Reconciling System Level Accountability and Local Level Practice. In Jeffery, Peter (Ed.) AARE 2007 International Education Research Conference : Research Impacts: Proving or Improving?, 25-29 November 2007, Fremantle, W. A..

View at publisher


This paper reports on a large-scale three-year research project funded by the Australian Research Council that is studying three-related areas: standards, teacher judgement and moderation, and reporting. How teacher-led quality assured assessment judgements can be used to generate assessment data for system-wide accountability and learning is explored. The paper will report on work-in-progress on developing moderation models that involve teachers in the use of standards to arrive at judgements of quality of student work. The models have the dual purposes of achieving consistency of teacher judgement as well as supporting professional development about the improvement of educational quality in classroom practice. To date there have been no required moderation processes in the primary and middle years of schooling in Queensland. As a consequence standards have tended to remain unstated and where available locally defined and implemented. At the heart of the project reported in the paper are teacher judgement and the influences on decision-making in moderation processes, including consitutent elements in judgement and the influence of compensatory factors.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

433 since deposited on 12 Feb 2009
11 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 17724
Item Type: Conference Paper
Refereed: Yes
ISSN: 1324-9339
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Australian Association for Research in Education
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 12 Feb 2009 07:36
Last Modified: 25 Mar 2013 08:18

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page