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ERIC Number: ED402322
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Local Assessment Moderation in SEPUP.
Roberts, Lily; And Others
Assessment moderation is a procedure in which scorers or raters meet to achieve a consensus on scores assigned to student work. In the Science Education for Public Understanding Program (SEPUP), local teams of teachers met regularly at six sites nationwide to score student work, review methods of assigning scores, discuss and resolve discrepancies in scoring, and reach consensus on exemplars of work for each score level. The sites were called Assessment Development Centers and were located in Alaska, California, Colorado, Kentucky, Louisiana, and Oklahoma. Moderation sessions thus served purposes related to technical aspects of assessment, although SEPUP moderation sessions served additional purposes and provide additional benefits for teachers. Because moderation was part of a field test, teachers in the local group shared common concerns and experiences. As they field-tested a new approach to middle school science instruction, they were learning a new approach to assessing student performance. The moderation process went beyond its traditional purposes to purposes of professional development and teacher collegiality. This discussion of SEPUP local assessment moderation explores the way moderation meetings were intended to function and the ways they did function in reality. Preliminary insights into factors influencing successful implementation are proposed, and issues in the role of local moderation in assessment and professional development are discussed. An appendix summarizes the moderation process. (Contains 2 figures and 42 references.) (Author/SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; American Educational Research Association, Washington, DC.
Authoring Institution: N/A