Quality assurance of assessment and moderation discourses involving sessional staff
Bibliographic Data
| ID | 19378144 |
|---|---|
| Authors | Percy Grainger (0000-0001-8214-2595, University of the Sunshine Coast, corresponding author), Peter Grainger, Lenore Adie (0000-0003-3874-397X, Queensland University of Technology), Katie Weir (0000-0002-6873-4567, Griffith University) |
| Year | 2016 |
| Volume | 41 |
| Issue | 4 |
| Pages | 548-559 |
| Publication date | 2016-05-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2015.1030333 |
| OpenAlex | W2062203838 |
| Language | EN |
| Citations received | 9 |
| References cited | 12 |
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
Business · Casual · Higher education · Medical education · Moderation · Political science · Public relations · Qualitative research · Quality assurance · Social science · Sociology · Engineering · Higher Education Learning Practices · Higher Education Practises and Engagement · Medicine · Psychology · Social Psychology · Student Assessment and Feedback · Marketing
On the interactional challenges of revealing summative assessments
Navigating new territory
Ensuring comparability of qualifications through moderation
Dancing with explicit criteria or marginalising them
The content aspect of validity in a rubric-based assessment system for course syllabuses
Consensus moderation
A Foucauldian discourse analysis of unit coordinators’ experiences of consensus moderation in an Australian university
Examiners’ use of rubric criteria for grading bachelor theses
Social moderation and calibration versus codification
Creating Communities of Shared Practice
An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities
Beyond feedback
Assessment standards
Marking and moderation in the UK
Judging quality through substantive conversations between markers
Indeterminacy in the use of preset criteria for assessment and grading
Mark my words
| Citations per year | 1.8 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |