Learning as identity and practice through involvement in online moderation |
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| Authors: | Lenore Adie |
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| Institution: | (1) Faculty of Education, Queensland University of Technology, Kelvin Grove Campus, Victoria Park Road, Kelvin Grove, Brisbane, QLD, Australia, 4059 |
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| Abstract: | For teachers working in a standards-based assessment system, professional conversations through organised social moderation
meetings are a vital element. This qualitative research investigated the learning that occurred as a result of online moderation
discussions. Findings illustrate how participating in social moderation meetings in an online context can support teachers
to understand themselves as assessors, and can provide opportunities for teachers to imagine possibilities for their teaching
that move beyond the moderation practice. |
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