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dc.contributor.authorConnelly, Stephen
dc.contributor.authorKlenowski, Valentina
dc.contributor.authorWyatt-Smith, Claire
dc.date.accessioned2017-05-03T12:47:20Z
dc.date.available2017-05-03T12:47:20Z
dc.date.issued2012
dc.date.modified2013-09-11T23:58:15Z
dc.identifier.issn1469-3518
dc.identifier.doi10.1080/01411926.2011.569006
dc.identifier.urihttp://hdl.handle.net/10072/41922
dc.description.abstractMajor 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom593
dc.relation.ispartofpageto614
dc.relation.ispartofissue4
dc.relation.ispartofjournalBritish Educational Research Journal
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchEducation assessment and evaluation
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390402
dc.titleModeration and consistency of teacher judgement: teachers' views
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorWyatt-Smith, Claire M.


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