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Educational Review Volume 64, 2012 - Issue 2
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Articles

Towards an understanding of teacher judgement in the context of social moderation

Lenore Ellen Adie Faculty of Education, Queensland University of Technology, Brisbane, AustraliaCorrespondence[email protected]
,
Valentina Klenowski Faculty of Education, Queensland University of Technology, Brisbane, Australia
&
Claire Wyatt-Smith Griffith University, Brisbane, Australia
Pages 223-240 | Published online: 31 Oct 2011

Citations (22)

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Read on this site (5)

Claire Wyatt-Smith & Lenore Adie. (2021) The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies 53:4, pages 399-419.
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Jennie Sivenbring. (2019) Making Sense and Use of Assessments. Scandinavian Journal of Educational Research 63:5, pages 759-770.
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Genevieve Marie Johnson. (2015) Record of assessment moderation practice (RAMP): survey software as a mechanism of continuous quality improvement. Assessment & Evaluation in Higher Education 40:2, pages 265-278.
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Lenore Adie. (2014) The development of shared understandings of assessment policy: travelling between global and local contexts. Journal of Education Policy 29:4, pages 532-545.
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Val Klenowski. (2013) Towards improving public understanding of judgement practice in standards-referenced assessment: an Australian perspective. Oxford Review of Education 39:1, pages 36-51.
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Articles from other publishers (17)

Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew CoombsChristopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew Coombs. 2023. Learning to Assess. Learning to Assess 19 48 .
C. Paul Newhouse. 2023. Learning, Design, and Technology. Learning, Design, and Technology 2099 2126 .
Pina Tarricone. (2022) A Policy Model for Implementing Online Social Moderation to Develop Professional Learning Standards. A Policy Model for Implementing Online Social Moderation to Develop Professional Learning Standards.
De Van Phung & Michael Michell. (2022) Inside Teacher Assessment Decision-Making: From Judgement Gestalts to Assessment Pathways. Frontiers in Education 7.
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Marie Nilsberth & Erica Sandlund. (2021) On the interactional challenges of revealing summative assessments: Collaborative scoring talk among teachers and students in Swedish national tests. Linguistics and Education 61, pages 100899.
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Gonzague Yerly. (2021) La collaboration des enseignants autour de l’évaluation des apprentissages comme moyen de piloter le système ?. Les dossiers des sciences de l'éducation:45, pages 77-97.
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Claire Wyatt-Smith & Lenore Adie. 2021. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education 39 58 .
Fabienne M. van der Kleij. (2019) Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education 85, pages 175-189.
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Jill Willis, Kelli McGraw & Linda Graham. (2019) Conditions that mediate teacher agency during assessment reform. English Teaching: Practice & Critique 18:2, pages 233-248.
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Per Blomqvist. (2018) Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande. Nordic Journal of Literacy Research 4:1.
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Dany Laveault & Gonzague Yerly. (2018) Modération statistique et modération sociale des résultats scolaires : approches opposées ou complémentaires ?. Mesure et évaluation en éducation 40:2, pages 91-123.
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C. Paul Newhouse & Pina Tarricone. (2017) Using Pairwise Comparisons in the Online Social Moderation of Performance Assessment. Using Pairwise Comparisons in the Online Social Moderation of Performance Assessment.
Pina Tarricone & C. Paul Newhouse. (2016) A study of the use of pairwise comparison in the context of social online moderation. The Australian Educational Researcher 43:3, pages 273-288.
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C. Paul Newhouse. 2016. Learning, Design, and Technology. Learning, Design, and Technology 1 29 .
Lucie Mottier Lopez. (2015) L’évaluation formative des apprentissages des élèves : entre innovations, échecs et possibles renouveaux par des recherches participatives. Questions vives recherches en éducation:N° 23.
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Pia Thornberg & Anders Jönsson. (2015) Sambedömning för ökad likvärdighet?. Educare:2, pages 179-205.
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Claire Wyatt-Smith & Valentina Klenowski. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning 195 210 .

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