Start Date
24-8-2022 1:45 PM
End Date
24-8-2022 2:45 PM
Subjects
Moderation (Assessment), Interrater reliability, Standards, Grading, Student assessment, Evaluation methods
Abstract
This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA) group of 19 universities to demonstrate how large-scale moderation of complex performance assessments can be conducted across states and territories. The layers of processes, including the use of technology, required to ensure judgement reliability are illustrated. In both contexts, the ways in which moderation is understood and practised are being reimagined.
Recommended Citation
Adie, L., (2022). Assessment moderation: Is it fit for purpose? In K. Burns (Ed.), Research Conference 2022: Reimagining assessment: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
Copyright Australian Council for Educational Research 2022
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-685-7
DOI
https://doi.org/10.37517/978-1-74286-685-7-2
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Assessment moderation: Is it fit for purpose?
This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA) group of 19 universities to demonstrate how large-scale moderation of complex performance assessments can be conducted across states and territories. The layers of processes, including the use of technology, required to ensure judgement reliability are illustrated. In both contexts, the ways in which moderation is understood and practised are being reimagined.