Learning as identity and practice through involvement in online moderation
Adie, Lenore E. (2011) Learning as identity and practice through involvement in online moderation. Educational Assessment, Evaluation and Accountability.
For teachers working in a standards-based assessment system, professional conversations through organised social moderation meetings are a vital element. This qualitative research investigated the learning that occurred as a result of online moderation discussions. Findings illustrate how participating in social moderation meetings in an online context can support teachers to understand themselves as assessors, and can provide opportunities for teachers to imagine possibilities for their teaching that move beyond the moderation practice.
Impact and interest:
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|Item Type:||Journal Article|
|Additional Information:||Springer FirstOnline Publication|
|Keywords:||Standards-based assessment, Professional communities, Social moderation, Professional learning, Professional conversations, Teacher identity|
|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 Springer Science+Business Media, LLC|
|Copyright Statement:||The original publication is available at SpringerLink
|Deposited On:||13 Dec 2011 23:06|
|Last Modified:||27 Mar 2013 00:48|
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