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dc.contributor.convenorRob Cavanagh
dc.contributor.authorKlenowski, V.
dc.contributor.authorAdie, L.
dc.contributor.authorGunn, Stephanie
dc.contributor.authorLooney, A.
dc.contributor.authorElwood, J.
dc.contributor.authorWyatt-Smith, Claire
dc.contributor.authorColbert, Peta
dc.contributor.editorPeter L. Jeffery
dc.date.accessioned2017-05-03T16:55:16Z
dc.date.available2017-05-03T16:55:16Z
dc.date.issued2008
dc.date.modified2009-08-17T22:20:43Z
dc.identifier.refuriwww.aare.edu.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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent285094 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Association for Research in Education
dc.publisher.placewww.aare.edu.au
dc.publisher.urihttps://www.aare.edu.au/publications/aare-conference-papers/show/5542/standards-teacher-judgement-and-moderation-education-reform-with-a-focus-on-assessment
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAARE 2007 International Education Research Conference
dc.relation.ispartofconferencetitleAARE 2007 International Educational Research Conference Papers
dc.relation.ispartofdatefrom2007-11-25
dc.relation.ispartofdateto2007-11-29
dc.relation.ispartoflocationAustralia
dc.rights.retentionY
dc.subject.fieldofresearchcode330199
dc.titleModeration as Judgement Practice: Reconciling System Level Accountability and Local Level Practice
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.description.notepublicOnline Title: "Standards, teacher judgement and moderation: Education Reform with a focus on Assessment"
gro.rights.copyright© 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.
gro.date.issued2008
gro.hasfulltextFull Text
gro.griffith.authorGunn, Stephanie
gro.griffith.authorWyatt-Smith, Claire M.
gro.griffith.authorColbert, Peta J.


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

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