What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

Bloxham, Sue; Hughes, Clair; Adie, Lenore

doi:10.1080/02602938.2015.1039932

Cited by 49 publications

(40 citation statements)

References 34 publications

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“…Another significant concern that affects the quality of marking is that only 10% of randomly selected marked scripts are moderated. Moderation ensures equity, accountability, reliability, fairness, consistency and community building (Bloxham, Hughes & Adie, 2015). Moderation also enables one to detect and rectify marking mistakes, which if not detected, could have a distressing impact on a candidate's mark.…”

Section: Confidence In the Quality Of Markingmentioning

confidence: 99%

Threats to the quality of marking of the national senior certificate examinations in the Northern Cape

Wyk

Teise

Roux

2020

PiE

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Examinations are regarded as vital instruments not only to determine the progress and success of learners, but also the quality of an education system. Owing to these high stakes, South Africa places enormous emphasis on the National Senior Certificate examination. Although quality should be ensured by an effective, accurate and a high standard in the marking process, complaints suggest that there may be threats to the quality of marking and, by implication, to the education system itself. This exploratory study reports on the possible threats to a high standard of marking that emerged from data generated through semi-structured interviews with various role-players involved in the marking process. The findings suggest that the threats relate to the appointment of markers, the competency of the markers and an overall lack of confidence in the marking process. We conclude the article by proposing various recommendations to curb the identified threats to accurate marking.

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Section: Confidence In the Quality Of Markingmentioning

confidence: 99%

Threats to the quality of marking of the national senior certificate examinations in the Northern Cape

Wyk

Teise

Roux

2020

PiE

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“…Equally, many approaches occur after teaching rather than before, providing some assurance that institutional assessment procedures have been observed but not necessarily guaranteeing appropriate "output" or performance standards (Alderman, 2009). We might, therefore, question the benefit of many widely adopted approaches in contributing significantly to the assurance of higher education standards (Bloxham et al, 2016b).…”

Section: Institutional Attributesmentioning

confidence: 99%

Degree outcomes and national calibration: Debating academic standards in UK Geography

Wyse

Page

Walkington

et al. 2019

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In this short intervention we report on work in progress by Advance HE (formerly the Higher Education Academy) in collaboration with professional bodies such as the RGS-IBG, which seeks to respond to public concerns about "grade inflation" in relation to degree outcomes. We present an updated analysis of degree outcomes in UK geography for 2010-2016 showing a strong correlation between average A-level points score on entry and the proportion of good degrees awarded by UK geography departments. We then go on to report on the results of pilot training activities within the discipline to increase the use of social calibration techniques as a means of providing transparent assurance about the high quality of assessment practices. We conclude that there is good reason to engage positively and actively with the public debate about academic standards and we make the case for regular social calibration exercises to share marking practices across multiple institutions as a potential means of ensuring consistency, reliability and clarity in academic standards. K E Y W O R D Sacademic standards, assessment, calibration, degree outcomes, grade inflation Access to Supporting Data: Due to confidentiality agreements with research funders, supporting data can only be made available to researchers subject to a non-disclosure agreement. Details of the data and how to request access are available from the Head of Research and Higher Education, RGS-IBG.---

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“…Assuming the traditional model of 'marker' and 'subject' are adopted, as opposed to actively involving the student in the assessment process, significant moderation may be required. While moderation is broadly justified for reasons relating to student confidence, staff development, and community building (Bloxham et al 2016), its overarching purpose in WIL would be to increase the reliability of assessment through review of applied criteria and awarded marks to ensure equity and accountability.…”

Section: Variations By Contextmentioning

confidence: 99%

Challenges and strategies for assessing student workplace performance during work-integrated learning

Jackson

2017

Assessment & Evaluation in Higher Education

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What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices

Cited by 49 publications

References 34 publications

Threats to the quality of marking of the national senior certificate examinations in the Northern Cape

Threats to the quality of marking of the national senior certificate examinations in the Northern Cape

Degree outcomes and national calibration: Debating academic standards in UK Geography

Challenges and strategies for assessing student workplace performance during work-integrated learning

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