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dc.contributor.convenorRob Cavanaghen_AU
dc.contributor.authorKlenowski, V.en_US
dc.contributor.authorAdie, L.en_US
dc.contributor.authorGunn, Stephanieen_US
dc.contributor.authorLooney, A.en_US
dc.contributor.authorElwood, J.en_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.contributor.authorColbert, Petaen_US
dc.contributor.editorPeter L. Jefferyen_US
dc.date.accessioned2017-04-24T14:51:00Z
dc.date.available2017-04-24T14:51:00Z
dc.date.issued2008en_US
dc.date.modified2009-08-17T22:20:43Z
dc.identifier.refuriwww.aare.edu.auen_AU
dc.identifier.doihttp://www.aare.edu.au/07pap/abs07.htmen_AU
dc.identifier.urihttp://hdl.handle.net/10072/23061
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent285094 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Association for Research in Educationen_US
dc.publisher.placewww.aare.edu.auen_US
dc.publisher.urihttp://www.aare.edu.au/aer/aer.htmen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameAARE 2007 International Education Research Conferenceen_US
dc.relation.ispartofconferencetitleAARE 2007 International Educational Research Conference Papersen_US
dc.relation.ispartofdatefrom2007-11-25en_US
dc.relation.ispartofdateto2007-11-29en_US
dc.relation.ispartoflocationAustraliaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330199en_US
dc.titleModeration as Judgement Practice: Reconciling System Level Accountability and Local Level Practiceen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.description.notepublicOnline Title: "Standards, teacher judgement and moderation: Education Reform with a focus on Assessment"en_AU
gro.rights.copyrightCopyright remains with the authors 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.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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