Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Developing a guiding protocol for the moderation of summative assessments.

McGuire, W. and Raaper, R. (2016) 'Developing a guiding protocol for the moderation of summative assessments.', Journal of perspectives in applied academic practice., 4 (1). pp. 36-43.

Abstract

According to literature, assessment moderation is a process for assuring ‘valid, fair and reliable’ assessment outcomes but also consistency of applied marking criteria. While being an important area in assessment, moderation is often referred as an ‘under researched area of higher education’. The School of Education in the University of Glasgow, like many other academic units in the UK and internationally, adopts a range of approaches to moderating assessment within any one programme and across programmes. By drawing on a small-scale study carried out in academic year 2014/2015, this article introduces the ways course leaders and markers from the School of Education experience moderation practices and their own roles within this process. The paper argues that both groups experience assessment moderation as being a diverse and often problematic part of assessment that requires time and collegial support. Furthermore, their detailed suggestions for institutional and practice level improvements will be highlighted. When exploring and analysing the research findings, the paper draws on recent scholarly work on social moderation and the development of communities of practice in assessment.

Item Type:Article
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
Download PDF
(439Kb)
Full text:(AM) Accepted Manuscript
Download PDF
(365Kb)
Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.14297/jpaap.v4i1.197
Publisher statement:This work is licensed under a Creative Commons Attribution 3.0 License.
Date accepted:10 February 2016
Date deposited:17 March 2016
Date of first online publication:09 February 2016
Date first made open access:No date available

Save or Share this output

Export:
Export
Look up in GoogleScholar