Ensuring comparability of qualifications through moderation
Implications for Australia’s VET sector
Bibliographic Data
| ID | 21696233 |
|---|---|
| Authors | Shelley Gillis (0000-0002-8637-9896, The University of Melbourne, corresponding author) |
| Year | 2023 |
| Volume | 75 |
| Issue | 2 |
| Pages | 349-371 |
| Publication date | 2023-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Vocational Education and Training (JOURNAL) |
| Journal identifiers | ISSN: 1363-6820 • E-ISSN: 1747-5090 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13636820.2020.1860116 |
| OpenAlex | W3114154050 |
| Language | EN |
| Citations received | 3 |
| References cited | 24 |
Maintaining the quality and comparability of qualifications has become a major priority for vocational education and training (VET) systems world-wide, especially for those countries which have decentralised assessment and reporting systems. In the absence of external examinations, one policy solution to align the assessment standards of different providers is the introduction of assessment moderation. Yet there has been little, if any, research conducted in VET that has examined different approaches to moderation for quality control purposes. By drawing on lessons learnt in a range of settings (i.e. schools, vocational and higher education), this paper identifies the optimal conditions for undertaking social, external and statistical moderation approaches to quality control. It also identifies a range of potential system level factors that could hinder implementation within the context of the Australian VET sector
Business · Comparability · Economics · Geography · Management · Moderation · Pedagogy · Political science · Public economics · Public relations · Vocational education · Education Systems and Policy · Higher Education and Employability · Higher Education Learning Practices · Psychology · Social Psychology · Accounting
The Australian Senior Certificates
Assessment for learning in the accountability era
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
One size fits all? The limitations of standardised assessment in critical thinking
Social moderation, assessment and assuring standards for accounting graduates
What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices
Quality assurance of assessment and moderation discourses involving sessional staff
Rigour in moderation processes is more important than the choice of method
Complex, Performance-Based Assessment
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |