Moderation as judgement practice: Reconciling system level accountability and local level practice

Klenowski, Valentina & Adie, Lenore E. (2009) Moderation as judgement practice: Reconciling system level accountability and local level practice. Curriculum Perspectives, 29(1), pp. 10-28.

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Internationally, recognition of the role of assessment to inform the learning process has received much attention in recent years. Assessment for learning, not just of learning is being supported by an increasing body of literature providing strategies that teachers and their students can incorporate to support the learning process (Assessment Reform Group, 2002; Broadfoot & Black, 2004; James, 2006). Concurrently there has been an increase internationally in systemic accountability requirements of schools in terms of student results. The convergence of these two movements has resulted in some education systems promoting standards-driven reform involving authentic assessment and a re-examination of the relationship between the teacher and the student in the learning process. In this context standards are intended to be used as the basis for judgements of student achievement; while the results from assessment tasks are meant to both inform the teaching/learning process, and to report and track student progress. In such system, the role and reliability of teacher judgement takes centre stage.

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18 citations in Scopus
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ID Code: 26164
Item Type: Journal Article
Refereed: Yes
ISSN: 0159-7868
Divisions: Past > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Australian Curriculum Studies Association
Deposited On: 07 Jul 2009 04:58
Last Modified: 23 Jun 2017 14:40

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