ERIC Number: ED327558
Record Type: RIE
Publication Date: 1990-Mar
Reference Count: 0
Enhancing Professional Skill and Accountability in the Assessment of Student Learning.
This paper presents a procedure for making high school teachers' assessments comparable across schools for graduation and college admission purposes. Findings are presented of an evaluation of the procedure conducted in Victoria (Australia) between 1981 and 1984. This procedure, called "consensus moderation," compares teachers' assessments with clear criteria for the assessment tasks, criteria that were developed by groups of teachers. The procedure requires teachers from different schools to meet in groups of 10 to 12 at least 3 times per year with the aim of aligning grades with quality of work. Members of the Australian evaluation team directly observed the work of 6 of 30 consensus moderation groups for the first 4 years of their operation. The team also participated in central meetings and received the results of surveys of geography teachers (n=100), principals, and students. Teachers, and the vast majority of students and principals, were generally confident that the procedure was fair. The process appeared to support teachers by giving weight to their assessments and to reinforce and clarify the links between the models of assessment that teachers chose and their curriculum objectives. Five tables present teacher survey findings. (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Australia; Consensus Moderation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).