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Towards an understanding of teacher judgement in the context of social moderation

Adie, Lenore E., Klenowski, Valentina, & Wyatt-Smith, Claire (2011) Towards an understanding of teacher judgement in the context of social moderation. Educational Review.

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Abstract

Social moderation involves teachers gathering together to discuss their judgements of the quality of student work and to reach agreement regarding the standard awarded. This qualitative study conducted over a three-year period investigated the social practice of moderation and the influence on teachers’ judgements of students work. An initial survey of teachers’ understandings of moderation and standards, pre-interviews of teachers who participated in the moderation meetings, observations of these meetings with a particular focus on one teacher (focus teachers) comprised the data collection methods. Data analysis involved organising, matching, coding, identifying patterns and themes using a constant comparative method. Socio-cultural theories of learning and assessment underpinned the approach to data analysis and proved helpful in explaining the diverse influences on teachers’ judgements beyond the task criteria, and the progressive development of shared understandings through engaging in professional discussions of students’ work. The study revealed that the process is not clear and linear and is influenced by factors such as the representation of the standards and the knowledge base of the teachers.

Impact and interest:

2 citations in Scopus
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0 citations in Web of Science®

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ID Code: 47209
Item Type: Journal Article
Additional Information: Routledge iFirst online publication
Keywords: social moderation, assessment, student evaluation, standards-based assessment, teacher judgements
DOI: 10.1080/00131911.2011.598919
ISSN: 0013-1911
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2011 Taylor & Francis
Copyright Statement: This is a preprint of an article submitted for consideration in the [Educational Review] © [2011] [copyright Taylor & Francis]; [Educational Review] is available online at: www.tandfonline.com
Deposited On: 25 Nov 2011 08:40
Last Modified: 02 Jul 2013 01:29

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