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dc.contributor.authorGrainger, Peter
dc.contributor.authorAdie, Lenore
dc.contributor.authorWeir, Katie
dc.date.accessioned2019-03-10T23:44:34Z
dc.date.available2019-03-10T23:44:34Z
dc.date.issued2015
dc.identifier.issn1469297Xen_US
dc.identifier.doi10.1080/02602938.2015.1030333en_US
dc.identifier.urihttp://hdl.handle.net/10072/158639
dc.description.abstractQuality 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.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto14en_US
dc.relation.ispartofjournalAssessment & Evaluation in Higher Educationen_US
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleQuality assurance of assessment and moderation discourses involving sessional staffen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPost-printen_US
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.en_US
gro.rights.copyright© 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/10.1080/02602938.2015.1030333en_US
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