Assessment moderation in an Australian context: Processes, practices, and challenges

Beutel, Denise, Adie, Lenore, & Lloyd, Margaret (2016) Assessment moderation in an Australian context: Processes, practices, and challenges. Teaching in Higher Education, pp. 1-14.

View at publisher


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:

0 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 98014
Item Type: Journal Article
Refereed: Yes
Keywords: moderation, higher education, assessment, professional judgement, quality assurance, HERN
DOI: 10.1080/13562517.2016.1213232
ISSN: 1356-2517
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 Teacher Education & Leadership
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

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page