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Learning as identity and practice through involvement in online moderation
Adie, Lenore
Adie, Lenore
Author
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.
Keywords
Date
2012
Type
Journal article
Journal
Educational Assessment, Evaluation and Accountability (print)
Book
Volume
24
Issue
1
Page Range
43-56
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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Source URL
Event URL
Open Access Status
License
File Access
Controlled