Analysis of moderation practices in a large STEM-focused faculty

Czaplinski, Iwona, Senadji, Bouchra, Adie, Lenore E., & Beutel, Denise A. (2014) Analysis of moderation practices in a large STEM-focused faculty. In Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering., IEEE, Te Papa Tongarewa National Museum of New Zealand, Wellington, New Zealand, pp. 346-350.

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Moderation of assessment constitutes a crucial element of the learning and teaching process at the university. Yet, despite its importance, many academics have confusing beliefs and attitudes towards moderation practices, processes and procedures. This paper reports on a qualitative study conducted in a Science, Technology, Engineering and Mathematics (STEM)-focused faculty at a large Australian higher education institution. The findings of the study revealed a strong need for further investigation on the ways moderation is understood and enacted by academics within a STEM-specific context and informed redevelopment of the faculty’s internal moderation policy.

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ID Code: 83630
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Assessment, STEM education, Moderation, Discourses of moderation, HERN
DOI: 10.1109/TALE.2014.7062561
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2014 IEEE
Copyright Statement: Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/ republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works."
Deposited On: 16 Apr 2015 05:36
Last Modified: 17 Apr 2015 20:20

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