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  • Towards an understanding of teacher judgement in the context of social moderation

    Author(s)
    Adie, Lenore Ellen
    Klenowski, Valentina
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    2012
    Metadata
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    Abstract
    Social moderation involves teachers gathering together to discuss their judgements of the quality of student work and to reach agreement regarding the standard awarded. This qualitative study conducted over a three-year period investigated the social practice of moderation and the influence on teachers' judgements of students' work. An initial survey of teachers' understandings of moderation and standards, pre- and post-interviews of teachers who participated in the moderation meetings, observations of these meetings with a particular focus on one teacher (focus teachers) comprised the data collection methods. Data analysis ...
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    Social moderation involves teachers gathering together to discuss their judgements of the quality of student work and to reach agreement regarding the standard awarded. This qualitative study conducted over a three-year period investigated the social practice of moderation and the influence on teachers' judgements of students' work. An initial survey of teachers' understandings of moderation and standards, pre- and post-interviews of teachers who participated in the moderation meetings, observations of these meetings with a particular focus on one teacher (focus teachers) comprised the data collection methods. Data analysis involved organising, matching, coding, identifying patterns and themes using a constant comparative method. Socio-cultural theories of learning and assessment underpinned the approach to data analysis and proved helpful in explaining the diverse influences on teachers' judgements beyond the task criteria, and the progressive development of shared understandings through engaging in professional discussions of students' work. The study revealed that the process is not clear and linear and is influenced by factors such as the representation of the standards and the knowledge base of the teachers.
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    Journal Title
    Educational Review
    Volume
    64
    Issue
    2
    DOI
    https://doi.org/10.1080/00131911.2011.598919
    Subject
    Education
    Education assessment and evaluation
    Publication URI
    http://hdl.handle.net/10072/44649
    Collection
    • Journal articles

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