Consensus moderation for quality assurance of assessment: Overcoming the illusion of consensus.

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Title Consensus moderation for quality assurance of assessment: Overcoming the illusion of consensus.
Author Nulty, Duncan David
Publication Title Positive Futures for higher education; connections, communities and criticality
Editor Francois Smit
Year Published 2011
Place of publication UK
Publisher Society for Research in Higher Education
Abstract Research at Griffith University is exploring the use of ‘consensus moderation’ (Sadler, 2009, 2010, 2011) as a process that can help to ensure consistent and appropriate academic standards when assessing the quality of students’ learning outcomes. In principle, consensus moderation achieves agreement among markers about what comprises quality, and about the symbols (marks or grades) that are used to represent judgments about the quality level of students’ work. The most directly observable result is marking consistency. Unfortunately, the mere existence of marking consistency does not necessarily signify consensus about the judgments of quality of the students’ work. Marking consistency can, and often is, achieved in other ways. Consequently, the illusion of consensus may be created. This paper describes different ways in which consensus moderation processes may fail to achieve consensus. Understanding this is necessary for genuine quality assurance to be possible through appropriate policy and practice.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.srhe.ac.uk/conference2011/
Copyright Statement Copyright remains with the author 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author.
Conference name Positive Futures for higher education; connections, communities and criticality
Location Celtic Manor Resort, Newport, Wales
Date From 2011-12-07
Date To 2011-12-09
URI http://hdl.handle.net/10072/45476
Date Accessioned 2012-01-16
Language en_US
Faculty Griffith Institute for Higher Education
Subject Education Assessment and Evaluation
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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