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Moderation and consistency of teacher judgement : teachers’ views

By Stephen Connolly, Valentina Klenowski and Claire Wyatt-Smith


Major curriculum and assessment reforms in Australia have generated research interest in issues related to standards, teacher judgement and moderation. This article is based on one related inquiry of a large-scale Australian Research Council Linkage project conducted in Queensland. This qualitative study analysed interview data to identify teachers’ views on standards and moderation as a means to achieving consistency of teacher judgement. A complementary aspect of the research involved a blind review that was conducted to determine the degree of teacher consistency without the experience of moderation. Empirical evidence was gained that most teachers, of the total interviewed, articulated a positive attitude towards the use of standards in moderation and perceived that this process produces consistency in teachers’ judgements. Context was identified as an important influential factor in teachers’ judgements and it was concluded that teachers’ assessment beliefs, attitudes and practices impact on their perceptions of the value of moderation practice and the extent to which consistency can be achieved

Topics: 130303 Education Assessment and Evaluation, Moderation, standards, teacher judgment
Publisher: Taylor and Francis
Year: 2012
DOI identifier: 10.1080/01411926.2011.569006
OAI identifier: oai:eprints.qut.edu.au:43600

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