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ERIC Number: EJ1155761
Record Type: Journal
Publication Date: 2017-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-0269-2465
Moderation for Professional Learning
Earle, Sarah
Primary Science, n149 p28-30 Sep 2017
Moderation is put forward as they key strategy for improving the reliability of teacher assessment. However, for many teachers the word "moderation" conjures up ideas of uncomfortable situations in which marking is being checked by others and there are prolonged arguments about tiny features of individual work. In this article, the author argues that moderation can be viewed differently: as an opportunity for professional learning that will build confidence, and the reliability of teacher assessment in the longer term, rather than a stand-alone checking exercise. She shares three examples of moderation activities the she has used to support discussions about assessment in primary science. [This article was written with Kendra McMahon.]
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom