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ERIC Number: EJ1125588
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0305-4985
The Judgement Processes Involved in the Moderation of Teacher-Assessed Projects
Crisp, Victoria
Oxford Review of Education, v43 n1 p19-37 2017
Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the robustness of assessment by teachers, this research aimed to provide insights into the cognitive and social processes involved in the moderation of project work in General Certificate of Secondary Education qualifications (taken by many 16 year olds in England). The research involved nine examiners across three subject areas "thinking aloud" whilst moderating the marks given to six students (treated as a mock school). The participants were also interviewed. These methods were chosen to provide an in-depth look at the judgement processes involved. The research provides an improved understanding of moderation judgements and how aspects of this process relate to existing theories of judgement. Improving our understanding of the judgement processes involved when an examiner moderates teacher marking can help to evaluate the appropriateness of this assessment method, may contribute to debate on whether teacher marking can be sufficiently well verified by quality assurance procedures, and may inform moderation practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A