Moderation and consistency of teacher judgement
Teachers’ views
Bibliographic Data
| ID | 11159137 |
|---|---|
| Authors | Stephen Connolly (0000-0001-6419-0171, Queensland University of Technology, corresponding author), Valentina Klenowski (Queensland University of Technology), Claire Wyatt‐smith (0000-0003-1190-9909, Griffith University), Claire Maree Wyatt‐Smith |
| Year | 2012 |
| Volume | 38 |
| Issue | 4 |
| Pages | 593-614 |
| Publication date | 2012-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/01411926.2011.569006 |
| OpenAlex | W1498869512 |
| Language | EN |
| Citations received | 5 |
| References cited | 10 |
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
Consistency (knowledge bases) · Context (archaeology) · Curriculum · Geography · Judgement · Mathematics education · Moderation · Pedagogy · Perception · Political science · Scale (ratio) · Computer Science · Educational Assessment and Improvement · Psychology · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
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| Citations per year | 0.45 |
|---|---|
| Citation span | 2015 - 2026 (12) |
| Highly cited | No |