Assessment moderation in an Australian context: Processes, practices, and challenges
Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching,learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||moderation, higher education, assessment, professional judgement, quality assurance, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2016 Informa UK Limited, trading as Taylor & Francis Group|
|Deposited On:||11 Aug 2016 23:55|
|Last Modified:||15 Aug 2016 22:33|
Repository Staff Only: item control page