Towards an understanding of teacher judgement in the context of social moderation

Abstract

Social moderation involves teachers gathering together to discuss their judgements of the quality of student work and to reach agreement regarding the standard awarded. This qualitative study conducted over a three-year period investigated the social practice of moderation and the influence on teachers' judgements of students' work. An initial survey of teachers' understandings of moderation and standards, pre- and post-interviews of teachers who participated in the moderation meetings, observations of these meetings with a particular focus on one teacher (focus teachers) comprised the data collection methods. Data analysis involved organising, matching, coding, identifying patterns and themes using a constant comparative method. Socio-cultural theories of learning and assessment underpinned the approach to data analysis and proved helpful in explaining the diverse influences on teachers' judgements beyond the task criteria, and the progressive development of shared understandings through engaging in professional discussions of students' work. The study revealed that the process is not clear and linear and is influenced by factors such as the representation of the standards and the knowledge base of the teachers. © 2012 Copyright Educational Review.

Keywords

Author Keywords

Assessment student evaluation social moderation standards-based assessment teacher judgements

Index Keywords

Author Affiliations

Faculty of Education, Queensland University of Technology, Brisbane, QLD, Australia

Griffith University, Brisbane, QLD, Australia

Funding & Acknowledgements

Australian Research Council, ARC

The authors wish to acknowledge that the project from which these ideas are derived was funded by the Australian Research Council Linkage Program and we wish to acknowledge further the involvement and support provided by our partners, the Queensland Studies Authority (QSA), the National Council for Curriculum and Assessment of the Republic of Ireland and Queen’s University, Belfast, Northern Ireland. Peta Colbert is also acknowledged for her work in the project, including the initial work with Lenore Adie in establishing the IT-mediated moderation meetings.

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Towards an understanding of teacher judgement in the context of social moderation

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