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Assessment in Education: Principles, Policy & Practice Volume 27, 2020 - Issue 5
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Articles

Using involvement in moderation to strengthen teachers’ assessment for learning capability

Esther SmaillNew Zealand Council for Educational Research, Wellington, New ZealandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2550-0314View further author information
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Pages 522-543 | Received 27 May 2018, Accepted 15 May 2020, Published online: 16 Jun 2020

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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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Therese N. Hopfenbeck. (2020) How to make grades meaningful. Assessment in Education: Principles, Policy & Practice 27:5, pages 477-479.
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Articles from other publishers (6)

Lenore Adie, Jeanine Gallagher, Claire Wyatt-Smith, Nerida Spina & Christopher DeLuca. (2023) Mediating teachers’ assessment work. The Australian Educational Researcher.
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Saviour Kwadjo Kudjordji, Millicent Narh-Kert, George Brains Budu, Pearl Worlali Wotordzor & Christopher Addo. (2023) Impact of Socio-Demographic Variables of Basic Level Teachers’ School-Based Assessment Practices in Jasikan Municipality, Ghana. EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 4:3.
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Eisuke Saito & Ghazalossadat Fatemi. (2022) Enabling students to become co-makers of emergent curricula through authentic and collaborative learning. Management in Education, pages 089202062211231.
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Mithat TAKUNYACI & Emin AYDIN. (2021) Group Moderation Assessment Model: An Example of an Open-Ended Mathematics ExamGrup Uyumu Değerlendirme Modeli: Açık Uçlu Matematik Sınavı Örneği. Sakarya University Journal of Education 11:2, pages 357-378.
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Sizwe Blessing. (2021) Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics. International Journal of Educational Methodology 7:3, pages 473-485.
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Íris Susana Pires Pereira, Eva Lopes Fernandes & Maria Assunção Flores. (2021) Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback. Education Sciences 11:8, pages 400.
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