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Assessment & Evaluation in Higher Education Volume 41, 2016 - Issue 4
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Articles

Quality assurance of assessment and moderation discourses involving sessional staff

Peter GraingerEducation, University of the Sunshine Coast, Sippy Downs, AustraliaCorrespondence[email protected]
,
Lenore AdieFaculty of Education, School of Learning and Professional Studies, Queensland University of Technology, Brisbane, Australia
&
Katie WeirEducation, Griffith University, Gold Coast, Australia
Pages 548-559 | Published online: 23 Apr 2015

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Jaci Mason & Lynne D. Roberts. (2023) Consensus moderation: the voices of expert academics. Assessment & Evaluation in Higher Education 48:7, pages 926-937.
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Jaci Mason, Lynne D. Roberts & Helen Flavell. (2023) Consensus moderation and the sessional academic: valued or powerless and compliant?. International Journal for Academic Development 28:4, pages 468-480.
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Robyn Brandenburg, Anna Fletcher, Anitra Gorriss-Hunter, Cameron Van der Smee, Wendy Holcombe, Katrina Griffiths & Karen Schneider. (2023) ‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment. Studying Teacher Education 19:3, pages 330-350.
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Shelley Gillis. (2023) Ensuring comparability of qualifications through moderation: implications for Australia’s VET sector. Journal of Vocational Education & Training 75:2, pages 349-371.
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Jaci Mason, Lynne Roberts & Helen Flavell. (2022) A Foucauldian discourse analysis of unit coordinators’ experiences of consensus moderation in an Australian university. Assessment & Evaluation in Higher Education 47:8, pages 1289-1300.
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Liang Liao. (2022) Dancing with explicit criteria or marginalising them: the complexity of grading student work and the reconstruction of the meaning of criterion-referenced assessment. Teaching in Higher Education 0:0, pages 1-16.
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Marjolein Haagsman, Basten Snoek, Anton Peeters, Karin Scager, Frans Prins & Martijn van Zanten. (2021) Examiners’ use of rubric criteria for grading bachelor theses. Assessment & Evaluation in Higher Education 46:8, pages 1269-1284.
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Peter Grainger, Deborah Heck & Michael Christie. (2019) Evaluating the efficacy of Masters coursework criteria sheets using a 10 question framework. Journal of Further and Higher Education 43:3, pages 396-405.
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Paul Adams & Jemima Anderson. (2019) Moderation and the primary school context. Education 3-13 47:1, pages 1-17.
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Denise Beutel, Lenore Adie & Margaret Lloyd. (2017) Assessment moderation in an Australian context: processes, practices, and challenges. Teaching in Higher Education 22:1, pages 1-14.
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Berry O’Donovan, Ian Sadler & Nicola Reimann. Social moderation and calibration versus codification: a way forward for academic standards in higher education?. Studies in Higher Education 0:0, pages 1-14.
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Articles from other publishers (6)

Rebekkah Middleton, Kelly Lewer, Carolyn Antoniou, Helen Pratt, Suzanne Bowdler, Carley Jans & Kaye Rolls. (2024) Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study. Nurse Education Today 135, pages 106106.
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Eva Gregori-Giralt & José-Luis Menéndez-Varela. (2021) The content aspect of validity in a rubric-based assessment system for course syllabuses. Studies in Educational Evaluation 68, pages 100971.
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Rebekah Carter, Elizabeth Halcomb, Lucie M. Ramjan, Nathan J. Wilson, Paul Glew & Yenna Salamonson. (2019) Does the use of annotated exemplars by nursing students predict academic performance? A cohort study. Nurse Education Today 80, pages 34-39.
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Corné J. van Staden, Jan H. Kroeze & Judy A. van Biljon. 2019. Digital Transformation for a Sustainable Society in the 21st Century. Digital Transformation for a Sustainable Society in the 21st Century 621 633 .
Carl Evans & John Gardener. (2018) What universities might learn from professional associations in marking large undergraduate modules. Quality Assurance in Education 26:3, pages 343-348.
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Corne J. van Staden, Judy A. van Biljon & J. H. Kroeze. 2018. Innovative Technologies and Learning. Innovative Technologies and Learning 241 252 .

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