Identifying discourses of moderation in higher education

Journal article

Adie, Lenore, Lloyd, Margaret and Beutel, Denise. (2013). Identifying discourses of moderation in higher education. Assessment and Evaluation in Higher Education. 38(8), pp. 968 - 977. https://doi.org/10.1080/02602938.2013.769200
AuthorsAdie, Lenore, Lloyd, Margaret and Beutel, Denise
Abstract

Moderation of student assessment is a critical component of teaching and learning in contemporary universities. Yet, despite this, it tends to be marked by idiosyncratic and sporadic processes informed by liminal understanding. This paper, in the light of forthcoming radical national requirements for the declaration of moderation processes in tertiary curricula in Australia, will present four discourses of moderation we identified in a recent study in a Faculty of Education in a large metropolitan university. The discourses are equity, justification, community building and accountability. Together, they will act as a starting point for academics to review their beliefs and attitudes towards the moderation of student assessment.

Year2013
JournalAssessment and Evaluation in Higher Education
Journal citation38 (8), pp. 968 - 977
ISSN0260-2938
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2013.769200
Page range968 - 977
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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