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dc.contributor.authorAdie, Lenore Ellen
dc.contributor.authorKlenowski, Valentina
dc.contributor.authorWyatt-Smith, Claire
dc.date.accessioned2017-05-03T14:57:07Z
dc.date.available2017-05-03T14:57:07Z
dc.date.issued2012
dc.date.modified2014-08-28T05:04:25Z
dc.identifier.issn00131911
dc.identifier.doi10.1080/00131911.2011.598919
dc.identifier.urihttp://hdl.handle.net/10072/44649
dc.description.abstractSocial 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom223
dc.relation.ispartofpageto240
dc.relation.ispartofissue2
dc.relation.ispartofjournalEducational Review
dc.relation.ispartofvolume64
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchEducation assessment and evaluation
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390402
dc.titleTowards an understanding of teacher judgement in the context of social moderation
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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