Moderation as Judgement Practice: Reconciling System Level Accountability and Local Level Practice

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Author(s)
Klenowski, V.
Adie, L.
Gunn, Stephanie
Looney, A.
Elwood, J.
Wyatt-Smith, Claire
Colbert, Peta
Year published
2008
Metadata
Show full item recordAbstract
This paper is based on the very initial stage of a four year research project focused on teachers' judgements and interpretations of assessment data in the context of standardsdriven reform in Queensland. This major research project is investigating the local level practice of social moderation as a means of developing shared understandings of standards and consistency of judgement amongst teachers in face-to-face and ICT contexts for the purposes of demonstrating system level accountability. The authors draw on a social theory of learning (Wenger, 1998) and assessment research to illustrate the importance of acknowledging ...
View more >This paper is based on the very initial stage of a four year research project focused on teachers' judgements and interpretations of assessment data in the context of standardsdriven reform in Queensland. This major research project is investigating the local level practice of social moderation as a means of developing shared understandings of standards and consistency of judgement amongst teachers in face-to-face and ICT contexts for the purposes of demonstrating system level accountability. The authors draw on a social theory of learning (Wenger, 1998) and assessment research to illustrate the importance of acknowledging that teachers are the primary change agents who, through judgement practices, are best placed to identify important steps for students to improve in their learning. The initial stage of this research reported in this paper suggests that the practice at the local level of social moderation has the potential to fulfil an important role as a process for aiding teachers in ascribing value to student work through the use of standards that help them understand curriculum year level requirements and student achievement within year levels and in so doing attend to system level accountability.
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View more >This paper is based on the very initial stage of a four year research project focused on teachers' judgements and interpretations of assessment data in the context of standardsdriven reform in Queensland. This major research project is investigating the local level practice of social moderation as a means of developing shared understandings of standards and consistency of judgement amongst teachers in face-to-face and ICT contexts for the purposes of demonstrating system level accountability. The authors draw on a social theory of learning (Wenger, 1998) and assessment research to illustrate the importance of acknowledging that teachers are the primary change agents who, through judgement practices, are best placed to identify important steps for students to improve in their learning. The initial stage of this research reported in this paper suggests that the practice at the local level of social moderation has the potential to fulfil an important role as a process for aiding teachers in ascribing value to student work through the use of standards that help them understand curriculum year level requirements and student achievement within year levels and in so doing attend to system level accountability.
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Conference Title
AARE 2007 International Educational Research Conference Papers
Copyright Statement
© The Author(s) 2008. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
Note
Online Title: "Standards, teacher judgement and moderation: Education Reform with a focus on Assessment"