Moderation in higher education: Four discourses
Beutel, Denise A., Adie, Lenore E. and Lloyd, Margaret M.. (2014) Moderation in higher education: Four discourses. Research and Development in Higher Education: Higher Education in a Globalized World. Hong Kong: Hong Kong Baptist University.
|Authors||Beutel, Denise A., Adie, Lenore E. and Lloyd, Margaret M.|
Across the globe, higher education institutions are working in environments of increasing accountability with little sign of this trend abating. This heightened focus on accountability has placed greater demands on institutions to provide evidence of quality and the achievement of standards that assure that quality. Moderation is one quality assurance process that plays a central role in the teaching, learning and assessment cycle in higher education institutions. While there is a growing body of research globally on teaching, learning and , to a lesser degree, assessment in higher education, the process of moderation has received even less attention (Watty, Freeman, Howieson, Hancock, O'Connell, et al. 2013). Until recently, moderation processes in Australian universities have been typically located within individual institutions, with universities given the responsibility for developing their own specific policies and practices. However, in 2009 the Australian Government announced that an independent national quality and regulatory body for higher education institutions would be established. With the introduction of the Tertiary Education Quality Standards Authority (TEQSA), more formalised requirements for moderation of assessment are being mandated. In light of these reforms, the purpose of this qualitative study was to identify and investigate current moderation practices operating within one faculty, the Faculty of Education, in a large urban university in eastern Australia. The findings of this study revealed four discourses of moderation: equity, justification, community building and accountability. These discourses provide a starting point for academics to engage in substantive conversations around assessment and to further critique the processes of moderation.
|Publisher||Hong Kong Baptist University|
|Web address (URL)||http://www.herdsa.org.au/wp-content/uploads/conference/2014/HERDSA_2014_Beutel.pdf|
|Open access||Open access|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
|Place of publication||Hong Kong|
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