The development of teacher assessment identity through participation in online moderation

Journal article

Adie, Lenore. (2013). The development of teacher assessment identity through participation in online moderation. Assessment in Education: Principles, Policy & Practice. 20(1), pp. 91 - 106. https://doi.org/10.1080/0969594X.2011.650150
AuthorsAdie, Lenore
Abstract

Teachers’ professional conversations regarding the qualities evidenced in student work provide opportunities to develop a shared understanding of achievement standards. This research investigates social moderation conducted in a synchronous online mode as a specific form of professional conversation. The discussion considers the different factors that influenced these conversations which included the technologic medium of the meeting. The focus of the discussion is how participation in online moderation can support teachers to develop an assessment identity as one who works within a standards-based assessment system. Qualitative data were gathered from middle school teachers from different year levels, in different curriculum areas, in diverse geographic locations, and in a range of sociocultural contexts within Queensland, Australia. Analysis of the data through a sociocultural lens of becoming suggests that participation in online moderation, while challenging for teachers, can also provide opportunities to construct and to negotiate an identity as an assessor of student work.

Year2013
JournalAssessment in Education: Principles, Policy & Practice
Journal citation20 (1), pp. 91 - 106
ISSN0969-594X
Digital Object Identifier (DOI)https://doi.org/10.1080/0969594X.2011.650150
Page range91 - 106
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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