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ERIC Number: ED524531
Record Type: Non-Journal
Publication Date: 2011
Pages: 38
Abstractor: ERIC
Reference Count: 38
Moderation and Teacher Learning: What Can Research Tell Us about Their Interrelationships?
Hipkins, Rosemary; Robertson, Sally
New Zealand Council for Educational Research
This report is a synthesis that explores "opportunities for professional learning" that might occur when teachers work together to moderate their judgments about students' work. Since such conversations are inherently social, the synthesis employs the lens of sociocultural learning theory. It draws together key themes from the small number of research projects the authors found that have documented interactions between teachers as they work together in this way. This introductory section briefly outlines the search strategies they used, and provides overview details of the studies on which they have primarily drawn. The authors undertook this review and synthesis to inform a proposed research project of their own. Section 2 outlines why the recent introduction of National Standards has made moderation of students' work an important focus for the professional work of "all" of New Zealand's primary school teachers. It scopes the challenges that teachers are likely to face as they work together to determine whether and how their students' work does or does not meet a specified standard. Section 3 outlines the complexities that have played out in moderation interactions between teachers elsewhere--complexities that they might thus anticipate New Zealand's primary school teachers are now facing. Section 4 then places these challenges and interactions in a sociocultural learning frame. The synthesis across both chapters has been used to construct an observation checklist for their proposed observation and analysis of moderation conversations in a small number of local primary schools. Sections 5 and 6 look forward to the potential professional learning benefits of moderation. The central underpinning assumption of the National Standards policy is that the imperative to assess and report against these standards will provide the impetus to lift achievement for students who currently struggle to make the necessary progress in English and mathematics to provide a strong foundation for all future learning. The authors suggest that there is something of a "black box" between the imperative--laudable as it is--and the impacts that they might anticipate the standards will have. Their overall aim is to inform the implementation of moderation processes in such a manner that their primary teachers will experience rich professional learning opportunities that do support them as they work with their students to lift overall achievement levels. (Contains 1 table, 1 figure and 3 footnotes.)
New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New Zealand Council for Educational Research
Identifiers - Location: New Zealand