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  • Quality assurance of assessment and moderation discourses involving sessional staff

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    WeirPUB4.pdf (142.1Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Grainger, Peter
    Adie, Lenore
    Weir, Katie
    Griffith University Author(s)
    Weir, Katie
    Year published
    2015
    Metadata
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    Abstract
    Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff ...
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    Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff in moderation processes at tertiary level. Qualitative data were gathered through focus interviews. Results, in the form of various moderation discourses, indicate that sessional staff impact the formal quality assurance processes in numerous ways.
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    Journal Title
    Assessment & Evaluation in Higher Education
    DOI
    https://doi.org/10.1080/02602938.2015.1030333
    Copyright Statement
    © 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 23 Apr 2015, available online: https://doi.org/10.1080/02602938.2015.1030333
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Curriculum and Pedagogy not elsewhere classified
    Education
    Publication URI
    http://hdl.handle.net/10072/158639
    Collection
    • Journal articles

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