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dc.contributor.authorAdie, Lenore Ellenen_US
dc.contributor.authorKlenowski, Valentinaen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-04-24T12:21:59Z
dc.date.available2017-04-24T12:21:59Z
dc.date.issued2012en_US
dc.date.modified2014-08-28T05:04:25Z
dc.identifier.issn00131911en_US
dc.identifier.doi10.1080/00131911.2011.598919en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom223en_US
dc.relation.ispartofpageto240en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalEducational Reviewen_US
dc.relation.ispartofvolume64en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleTowards an understanding of teacher judgement in the context of social moderationen_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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