Learning as identity and practice through involvement in online moderation

Journal article

Adie, Lenore. (2012). Learning as identity and practice through involvement in online moderation. Educational Assessment, Evaluation and Accountability (print). 24(1), pp. 43 - 56. https://doi.org/10.1007/s11092-011-9132-4
AuthorsAdie, Lenore
Abstract

For teachers working in a standards-based assessment system, professional conversations through organised social moderation meetings are a vital element. This qualitative research investigated the learning that occurred as a result of online moderation discussions. Findings illustrate how participating in social moderation meetings in an online context can support teachers to understand themselves as assessors, and can provide opportunities for teachers to imagine possibilities for their teaching that move beyond the moderation practice.

Year2012
JournalEducational Assessment, Evaluation and Accountability (print)
Journal citation24 (1), pp. 43 - 56
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-011-9132-4
Page range43 - 56
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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