What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices
Bibliographic Data
| ID | 19378274 |
|---|---|
| Authors | Sue Bloxham (University of Cumbria, corresponding author), Clair Hughes (The University of Queensland), Lenore Adie (0000-0003-3874-397X, Queensland University of Technology) |
| Year | 2016 |
| Volume | 41 |
| Issue | 4 |
| Pages | 638-653 |
| 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 | 10.1080/02602938.2015.1039932 |
| OpenAlex | W1564084497 |
| Language | EN |
| Citations received | 14 |
| References cited | 28 |
An increasingly regulated higher education sector is renewing its attention to those activities referred to as ‘moderation’ in its efforts to ensure that judgements of student achievement are based on appropriate standards. Moderation practices conducted throughout the assessment process can result in purposes identified as equity, justification, accountability and community building. This paper draws on the limited studies of moderation and wider relevant research on judgement, standards and professional learning to test commonly used moderation practices against these identified purposes. The paper concludes with recommendations for maximising the potential of moderation practices to establish and maintain achievement standards
Accountability · Business · Great Moderation · Judgement · Moderation · Political science · Public relations · Computer Science · Education and Critical Thinking Development · Law · Psychology · Social Psychology · Student Assessment and Feedback
Navigating new territory
Ensuring comparability of qualifications through moderation
A scoping review of classroom readiness
Dancing with explicit criteria or marginalising them
On the interactional challenges of revealing summative assessments
On the quantitative analysis of assessment scores with implicit and explicit constraints
Faculty assessment choices in higher education
Embedding external referencing of standards into higher education
Challenges and strategies for assessing student workplace performance during work-integrated learning
Behind the grades
Benchmarking Australian enabling programmes
‘I’m an assessment illiterate’
Rigour in moderation processes is more important than the choice of method
Degree outcomes and national calibration
Double‐marking Students' Work
Marking the Difference
Record of assessment moderation practice (Ramp)
Identifying discourses of moderation in higher education
Marking and moderation in the UK
European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic
Social moderation, assessment and assuring standards for accounting graduates
Assessing Using Grade-related Criteria
Assessment moderation
The Value of a Programme-wide Approach to Assessment
Making judgements about students making work
Marking as judgment
Accountability in grading student work
Assessment relationships in higher education
Specifying and Promulgating Achievement Standards
External examining
Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context
| Citations per year | 1.56 |
|---|---|
| Citation span | 2017 - 2025 (9) |
| Highly cited | No |