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1.
Esther Smaill 《Assessment in Education: Principles, Policy & Practice》2013,20(3):250-265
Across the globe, standards-based assessment systems are increasingly promoted as a means of improving student outcomes and fulfilling accountability requirements. Within such systems, social moderation is presented as a mechanism for improving the dependability and utility of assessment information. Research emphasises that social moderation processes provide professional learning opportunities; yet this learning tends to be perceived as a by-product rather than a goal of moderation. Situated within the context of New Zealand’s recently implemented National Standards, this article reviews the literature and presents an alternative configuration of the role of social moderation. It foregrounds the professional learning that will be required if these moderation processes are to improve the dependability of National Standards assessment information and contends that reconfiguring teacher professional learning as a goal rather than a by-product of moderation should not only improve dependability and strengthen teacher assessment capability but also assist with lifting student outcomes. 相似文献
2.
Peter Grainger Lenore Adie Katie Weir 《Assessment & Evaluation in Higher Education》2016,41(4):548-559
Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff in moderation processes at tertiary level. Qualitative data were gathered through focus interviews. Results, in the form of various moderation discourses, indicate that sessional staff impact the formal quality assurance processes in numerous ways. 相似文献
3.
The centrality of teachers’ judgement practice in assessment: a study of standards in moderation 总被引：1，自引：0，他引：1
Claire Wyatt‐Smith Val Klenowski Stephanie Gunn 《Assessment in Education: Principles, Policy & Practice》2010,17(1):59-75
There is a strong quest in several countries including Australia for greater national consistency in education and intensifying interest in standards for reporting. Given this, it is important to make explicit the intended and unintended consequences of assessment reform strategies and the pressures to pervert and conform. In a policy context that values standardisation, the great danger is that the technical, rationalist approaches that generalise and make superficial assessment practices, will emerge. In this article, the authors contend that the centrality and complexity of teacher judgement practice in such a policy context need to be understood. To this end, we discuss and analyse recorded talk in teacher moderation meetings showing the processes that teachers use as they work with stated standards to award grades (A to E). We show how they move to and fro between (1) supplied textual artefacts, including stated standards and samples of student responses, (2) tacit knowledge of different types, drawing into the moderation, and (3) social processes of dialogue and negotiation. While the stated standards play a part in judgement processes, in and of themselves they are shown to be insufficient to account for how the teachers ascribe value and award a grade to student work in moderation. At issue is the nature of judgement as cognitive and social practice in moderation and the legitimacy (or otherwise) of the mix of factors that shape how judgement occurs. 相似文献
4.
Traditional moderation of student assessments is often carried out with groups of teachers working face-to-face in a specified location making judgements concerning the quality of representations of achievement. This traditional model has relied little on modern information communications technologies and has been logistically challenging. We argue that social online moderation, coupled with the use of analytical and pairwise scoring methods and technologies, can provide better moderation outcomes and highly valuable professional learning experiences improving teachers’ understandings of assessment standards. This paper reports on a component of a study involving Visual Arts teachers from rural schools making comparative judgements of digitised student artworks. We report the teachers’ observations of the social online moderation processes, including the quality and standard of the digitised artworks, the effectiveness of the pairwise comparison process, the functionality of the online tools, and the concept of using online scoring for moderation and standard setting purposes. 相似文献
5.
Marieke Van der Schaaf Liesbeth Baartman Frans Prins 《Assessment & Evaluation in Higher Education》2012,37(7):847-860
Student portfolios are increasingly used for assessing student competences in higher education, but results about the construct validity of portfolio assessment are mixed. A prerequisite for construct validity is that the portfolio assessment is based on relevant portfolio content. Assessment criteria, are often used to enhance this condition. This study aims to identify whether assessment criteria can improve content, argumentation and communication during teacher moderation while judging student portfolios. Six teachers scored 32 student portfolios in dyads with and without assessment criteria. Their judgement processes were qualitatively analysed. Results indicated that the quality of their judgement processes was low, since teachers based their judgements mainly on their own personal opinion and less on evidence found in the portfolio. Teachers barely paid attention to quality checks and easily agreed with each other. When teachers used assessment criteria, the quality of their judgements slightly improved. They based their judgements more on relevant evidence, used less personal experiences and more often checked the quality of their judgement processes. It is concluded that the quality of teacher portfolio judgement is low, and that the use of assessment criteria can enhance its quality. 相似文献
6.
Rille Raaper 《教育政策杂志》2017,32(3):322-339
This article explores assessment policy in two European universities with different political, historical and social backgrounds: the University of Glasgow and Tallinn University. The University of Glasgow is a well-established Russell Group university in the UK; Tallinn University is a relatively new university in post-Soviet Estonia, shaped by very recent neoliberalisation processes. By applying a Foucauldian theorisation and Faircloughian methodology, this article approaches assessment policy as not only relating to institutional contexts but also national and global policy environments. The article argues that the assessment policy in Glasgow relates to globally dominant neoliberal discourses of accountability and excellence. These discourses have turned assessment into a complex technology of government that manages educational processes as well as academic and student subjectivities. While Tallinn University is shaped by neoliberalism at strategic levels, the policy documents in Tallinn still indicate a strong sense of local tradition where regulations have a modest impact on academic freedom and assessors’ disciplinary power over students. 相似文献
7.
Jong-Leng Liow 《European Journal of Engineering Education》2008,33(5-6):525-537
Peer assessment has been studied in various situations and actively pursued as a means by which students are given more control over their learning and assessment achievement. This study investigated the reliability of staff and student assessments in two oral presentations with limited feedback for a school-based thesis course in engineering where the different disciplines ran their own assessment. Staff scores were generally found to be more reliable than student scores, but it was not consistent. The engineering disciplines displayed widely varying differences between the staff and student scores. A large variation in reliability was found for the different disciplines making it difficult to reconcile to a standard school-based overall grading scheme for the course when the reliability of marking was low. The results also showed that the average scores for oral presentations are generally much higher than for written examinations, based on the grade point average. Future research will need to investigate how best to develop a consistent assessment framework for oral presentations and moderation of scores for consistency, particularly for large classes where assessment are done by different groups of staff and students and collated into a single set of marks for the class. 相似文献
8.
Maddalena Taras 《Journal of Further & Higher Education》2016,40(6):846-863
Many twenty-first century educational discourses focus on including and empowering independent learners. Within the context of five self-assessment models, this article evaluates how these practices relate to the realities of student involvement, empowerment and voice. A proposed new classification of these self-assessment models is presented and theories of power and student voice are utilised to build on the limited existing literature that examines issues of power in self-assessment. The results of the evaluations show that the standard self-assessment model, which has been the default model since the 1930s, is the least empowering for students and also detrimental to producing a dialogic forum with tutors. The other models are far more conducive to permitting a shared understanding of assessment protocols, processes and products and therefore potentially lead to more equitable and transparent assessment communities. The value of this study is that it helps to clarify the possible implications and impacts resulting from the use of each self-assessment model in order to make an informed choice, which will also support the alignment of assessment practices with learning and teaching and curriculum choices. 相似文献
9.
Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development. 相似文献
10.
The impact of institutional factors on student academic results: implications for ‘quality’ in universities 总被引：1，自引：0，他引：1
This paper situates the topic of student assessment and the moderation of assessment within a broader context of policy debates about the quality of teaching and learning in universities. The focus and discussion grew out of a research project that aimed to investigate factors related to academic success and failure in a Faculty of Arts. The study, initially, identified a range of student demographic and biographical factors significantly related to academic success and failure. However, there was also evidence of pronounced differences in grading practices between different components (courses, programs, schools) within the institution. The paper explores the implications of such inconsistencies for the institutional mechanisms and processes that have typically been advocated as sufficient safeguards of quality. It concludes that the tendency of governments and other stakeholders to now champion performance indicators, along with the shifting focus towards quality ‘outcomes’, are likely to increasingly throw the strengths and weaknesses of institutional assessment practices into stark relief. 相似文献
11.
Val Klenowski 《Studies in Educational Evaluation》2011,37(1):78-83
Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent. 相似文献
12.
Sue Bloxham Clair Hughes Lenore Adie 《Assessment & Evaluation in Higher Education》2016,41(4):638-653
An increasingly regulated higher education sector is renewing its attention to those activities referred to as ‘moderation’ in its efforts to ensure that judgements of student achievement are based on appropriate standards. Moderation practices conducted throughout the assessment process can result in purposes identified as equity, justification, accountability and community building. This paper draws on the limited studies of moderation and wider relevant research on judgement, standards and professional learning to test commonly used moderation practices against these identified purposes. The paper concludes with recommendations for maximising the potential of moderation practices to establish and maintain achievement standards. 相似文献
13.
Sue Bloxham 《Assessment & Evaluation in Higher Education》2009,34(2):209-220
This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under‐researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning. 相似文献
14.
《教育实用测度》2013,26(1):83-102
With increased demands for various types of assessments-from the class- room use of individual student results to international comparisons-has come an expanded desire to use assessments for multiple purposes by linking results from distinct assessments. There is a desire to make comparisons from results on one assessment with those of another (e.g., the results from a state assessment vs. the results on a national or international assessment). The degree to which desired interpretations and inferences are justified, however, depends on the nature of the assessments being compared and the ways in which the linkage occurs. Five different types of linking (equating, calibra- tion, statistical moderation, prediction, and social moderation) are distin- guished. The characteristics of these types of linking, their requirements for the assessments being linked, and the comparative inferences they support are described. 相似文献
15.
While externally moderated standards-based assessment has been practised in Queensland senior schooling for more than three
decades, there has been no such practice in the middle years. With the introduction of standards at state and national levels
in these years, teacher judgement as developed in moderation practices is now vital. This paper argues, that in this context
of assessment reform, standards intended to inform teacher judgement and to build assessment capacity are necessary but not
sufficient for maintaining teacher and public confidence in schooling. Teacher judgement is intrinsic to moderation, and to
professional practice, and can no longer remain private. Moderation too is intrinsic to efforts by the profession to realise
judgements that are defensible, dependable and open to scrutiny. Moderation can no longer be considered an optional extra
and requires system-level support especially if, as intended, the standards are linked to system-wide efforts to improve student
learning. In presenting this argument we draw on an Australian Research Council funded study with key industry partners (the
Queensland Studies Authority and the National Council for Curriculum and Assessment of the Republic of Ireland). The data
analysed included teacher interview data and additional teacher talk during moderation sessions. These were undertaken during
the initial phase of policy development. The analysis identified those issues that emerge in moderation meetings that are
designed to reach consistent, reliable judgements. Of interest are the different ways in which teachers talked through and
interacted with one another to reach agreement about the quality of student work in the application of standards. There is
evidence of differences in the way that teachers made compensations and trade-offs in their award of grades, dependent on
the subject domain in which they teach. This article concludes with some empirically derived insights into moderation practices
aspolicy andsocial events. 相似文献
16.
Rille Raaper 《Teaching in Higher Education》2019,24(1):1-16
The notion of students as consumers who exercise educational decisions based on economic self-interest leads to interesting questions about their perceptions of current higher education assessment practices. Guided by a Foucauldian theorisation and the findings from focus groups carried out with students from two European universities, one from the UK and another from Estonia, the article argues that globally dominant consumerist policy discourses have altered but not removed the student experience of constraint in assessment. I argue that students’ response to disciplinary power in assessment has become highly strategic and differs depending on the institutional assessment systems: students from Estonia recognise the powerful position of academics as assessors and find ways to create a good social impression of themselves; their counterparts from the UK, however, demonstrate a tactical approach to their learning and study processes. 相似文献
17.
Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
18.
Victoria Crisp 《牛津教育评论》2017,43(1):19-37
Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the robustness of assessment by teachers, this research aimed to provide insights into the cognitive and social processes involved in the moderation of project work in General Certificate of Secondary Education qualifications (taken by many 16 year olds in England). The research involved nine examiners across three subject areas ‘thinking aloud’ whilst moderating the marks given to six students (treated as a mock school). The participants were also interviewed. These methods were chosen to provide an in-depth look at the judgement processes involved. The research provides an improved understanding of moderation judgements and how aspects of this process relate to existing theories of judgement. Improving our understanding of the judgement processes involved when an examiner moderates teacher marking can help to evaluate the appropriateness of this assessment method, may contribute to debate on whether teacher marking can be sufficiently well verified by quality assurance procedures, and may inform moderation practice. 相似文献
19.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):463-478
The increasing interest in electronic management of assessment is a sign of a gradual institutionalisation of e‐submission and e‐marking technologies in UK Higher Education. The effective adoption of these technologies requires a managed approach, especially a detailed understanding of current assessment practices within the institution and the development of new or adapted business processes. The findings from close participant observation of assessment processes over a 2‐year period across a large Faculty reveal that three independent variables around (1) initial marking, (2) internal quality assurance and (3) the timing of the return of e‐feedback to students, determine variance in grading journeys. Despite the apparent wide variety of processes, five major grading journeys prevail: three varieties of moderation (moderation of multiple markers and moderation of single markers either before or after grades and feedback are released to students); and two forms of second marking (either blind or open to peers). Within an institution, the identification of major workflows is fundamental to both an effective implementation of assessment technologies and in conducting change. The identification of major workflows across UK Higher Education Institutions remains critical to attain the necessary software development from global vendors. 相似文献
20.
Candia Morgan Anna Tsatsaroni Stephen Lerman 《British Journal of Sociology of Education》2002,23(3):445-461
Recent curriculum reforms have led to a wider variety of methods of assessment in formal 'high stakes' assessment regimes in many countries. Morgan's study of mathematics coursework assessment in UK schools identified a number of positions adopted by teachers as they assessed student texts. Using Bernstein's theoretical framework, we revisit Morgan's study in order to construct a model for understanding teachers' assessment practices and positionings. The model consists of opposing forms, generated by modelling agencies, agents, practices and specialised forms of communication, to identify their principles of construction, displayed as changes in the strength of boundary. This helps to distinguish practices of assessment as different modalities of regulation, and to understand the tensions within and between discourses and practices. Thus, for example, by interpreting tensions between discourses of 'mathematical investigation' and of 'assessment' in terms of the contradictory demands made by different modes of pedagogic practice, we can reveal the social assumptions of the pedagogic discourse. 相似文献