Identifying Discourses of Moderation in Higher Education

Autor/inn/en	Adie, Lenore; Lloyd, Margaret; Beutel, Denise
Titel	Identifying Discourses of Moderation in Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 8, S.968-977 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.769200
Schlagwörter	Foreign Countries; Student Evaluation; College Students; Discourse Analysis; Schools of Education; College Faculty; Semi Structured Interviews; Accountability; Validity; Reliability; Cooperation; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Collegestudent; Diskursanalyse; Erziehungswissenschaftliche Fakultät; Fakultät; Verantwortung; Gültigkeit; Reliabilität; Co-operation; Kooperation; Qualitative Forschung; Australien
Abstract	Moderation of student assessment is a critical component of teaching and learning in contemporary universities. Yet, despite this, it tends to be marked by idiosyncratic and sporadic processes informed by liminal understanding. This paper, in the light of forthcoming radical national requirements for the declaration of moderation processes in tertiary curricula in Australia, will present four discourses of moderation we identified in a recent study in a Faculty of Education in a large metropolitan university. The discourses are equity, justification, community building and accountability. Together, they will act as a starting point for academics to review their beliefs and attitudes towards the moderation of student assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10