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dc.contributor.authorConnelly, Stephenen_US
dc.contributor.authorKlenowski, Valentinaen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-05-03T12:47:20Z
dc.date.available2017-05-03T12:47:20Z
dc.date.issued2012en_US
dc.date.modified2013-09-11T23:58:15Z
dc.identifier.issn1469-3518en_US
dc.identifier.doi10.1080/01411926.2011.569006en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherWiley-Blackwell Publishingen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom593en_US
dc.relation.ispartofpageto614en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalBritish Educational Research Journalen_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleModeration and consistency of teacher judgement: teachers' viewsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2012
gro.hasfulltextNo Full Text


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