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  • Moderation and consistency of teacher judgement: teachers' views

    Author(s)
    Connelly, Stephen
    Klenowski, Valentina
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    2012
    Metadata
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    Abstract
    Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large-scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers' views on standards and moderation as a means to achieving consistency of teacher judgement. A complementary aspect of the research involved a blind review that was conducted to determine the degree of teacher consistency without the experience of moderation. Empirical evidence ...
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    Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large-scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers' views on standards and moderation as a means to achieving consistency of teacher judgement. A complementary aspect of the research involved a blind review that was conducted to determine the degree of teacher consistency without the experience of moderation. Empirical evidence was gained that most teachers, of the total interviewed, articulated a positive attitude towards the use of standards in moderation and perceived that this process produces consistency in teachers' judgements. Context was identified as an important influential factor in teachers' judgements and it was concluded that teachers' assessment beliefs, attitudes and practices impact on their perceptions of the value of moderation practice and the extent to which consistency can be achieved.
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    Journal Title
    British Educational Research Journal
    Volume
    38
    Issue
    4
    DOI
    https://doi.org/10.1080/01411926.2011.569006
    Subject
    Education Assessment and Evaluation
    Education
    Publication URI
    http://hdl.handle.net/10072/41922
    Collection
    • Journal articles

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