Moderation and consistency of teacher judgement: teachers' views

No Thumbnail Available
File version
Author(s)
Connelly, Stephen
Klenowski, Valentina
Wyatt-Smith, Claire
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
2012
Size
File type(s)
Location
License
Abstract

Major 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.

Journal Title

British Educational Research Journal

Conference Title
Book Title
Edition
Volume

38

Issue

4

Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject

Education

Education assessment and evaluation

Persistent link to this record
Citation
Collections