Can a Systematic Assessment Moderation Process Assure the Quality and Integrity of Assessment Practice While Supporting the Professional Development of Casual Academics?

Autor/inn/en	Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Alla, Kristel; Brock, Ginna; Hickson-Jamieson, Bree; Noakes, Caitlin
Titel	Can a Systematic Assessment Moderation Process Assure the Quality and Integrity of Assessment Practice While Supporting the Professional Development of Casual Academics?
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 3, S.427-441 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1017754
Schlagwörter	Learner Engagement; Professional Development; Higher Education; Foreign Countries; Academic Achievement; Quality Assurance; Case Studies; Focus Groups; Teaching Methods; Tutors; Feedback (Response); Workshops; Postsecondary Education; Integrity; College Faculty; Substitute Teachers; Employment; Data Analysis; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Schulleistung; Qualitätssicherung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor; Lernwerkstatt; Schulung; Post-secondary education; Tertiäre Bildung; Integrität; Fakultät; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Dienstverhältnis; Auswertung; Australien
Abstract	There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics' contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01