Moderation and consistency of teacher judgement: teachers' views

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Title Moderation and consistency of teacher judgement: teachers' views
Author Connelly, Stephen; Klenowski, Valentina; Wyatt-Smith, Claire Maree
Journal Name British Educational Research Journal
Year Published 2012
Place of publication United Kingdom
Publisher Routledge
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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/01411926.2011.569006
Volume 38
Issue Number 4
Page from 593
Page to 614
ISSN 1469-3518
Date Accessioned 2011-08-15
Date Available 2013-09-11T23:58:15Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Education Assessment and Evaluation
URI http://hdl.handle.net/10072/41922
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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