Identifying discourses of moderation in higher education

Adie, Lenore E., Lloyd, Margaret M., & Beutel, Denise A. (2013) Identifying discourses of moderation in higher education. Assessment & Evaluation in Higher Education, pp. 1-10.

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Abstract

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. Yet, despite this, it tends to be marked by idiosyncratic and sporadic processes informed by liminal understanding. This paper, in the light of forthcoming radical national requirements for the declaration of moderation processes in tertiary curricula in Australia, will present four discourses of moderation we identified in a recent study in a Faculty of Education in a large metropolitan university. The discourses are equity, justification, community building and accountability. Together, they will act as a starting point for academics to review their beliefs and attitudes towards the moderation of student assessment.

Impact and interest:

6 citations in Scopus
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5 citations in Web of Science®

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ID Code: 58095
Item Type: Journal Article
Refereed: Yes
Keywords: moderation, assessment, higher education, professional conversations, HERN
DOI: 10.1080/02602938.2013.769200
ISSN: 1469-297X
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 2013 Taylor & Francis
Deposited On: 11 Mar 2013 23:56
Last Modified: 07 Feb 2014 00:38

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