Analysis of moderation practices in a large STEM-focused faculty

Conference item

Czaplinski, Iwona, Senadji, Bouchra, Adie, Lenore and Beutel, Denise. (2014). Analysis of moderation practices in a large STEM-focused faculty. 2014 International Conference on Teaching, Assessment and Learning (TALE). https://doi.org/10.1109/TALE.2014.7062561
AuthorsCzaplinski, Iwona, Senadji, Bouchra, Adie, Lenore and Beutel, Denise
Abstract

Moderation of assessment constitutes a crucial element of the learning and teaching process at the university. Yet, despite its importance, many academics have confusing beliefs and attitudes towards moderation practices, processes and procedures. This paper reports on a qualitative study conducted in a Science, Technology, Engineering and Mathematics (STEM)-focused faculty at a large Australian higher education institution. The findings of the study revealed a strong need for further investigation on the ways moderation is understood and enacted by academics within a STEM-specific context and informed redevelopment of the faculty's internal moderation policy.

Year2014
Digital Object Identifier (DOI)https://doi.org/10.1109/TALE.2014.7062561
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Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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