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Teaching in Higher Education
Critical Perspectives
Volume 22, 2017 - Issue 1
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Articles

Assessment moderation in an Australian context: processes, practices, and challenges

Denise BeutelFaculty of Education, Queensland University of Technology, Brisbane, QLD, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-5044-836X
ORCID Icon,
Lenore AdieLearning Sciences Institute Australia, Australian Catholic University, Brisbane, QLD, Australia
&
Margaret LloydFaculty of Education, Queensland University of Technology, Brisbane, QLD, Australia
Pages 1-14 | Received 21 Aug 2015, Accepted 07 Jul 2016, Published online: 25 Jul 2016

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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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Julia Mascadri, Nerida Spina, Rebecca Spooner-Lane & Elizabeth Briant. (2023) Assessors’ perspectives of an oral assessment within a teaching performance assessment. Assessment & Evaluation in Higher Education 48:5, pages 613-626.
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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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Ruth L. Healey & Derek France. (2022) ‘Every partnership [… is] an emotional experience’: towards a model of partnership support for addressing the emotional challenges of student–staff partnerships. Teaching in Higher Education 0:0, pages 1-19.
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Christine M. Steenkamp, Ilse Rootman-le Grange & Kristian K. Müller-Nedebock. (2021) Analysing assessments in introductory physics using semantic gravity: refocussing on core concepts and context-dependence. Teaching in Higher Education 26:6, pages 871-886.
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Articles from other publishers (10)

Cristina Pascual-Arias, David Hortigüela-Alcalá, Teresa Fuentes Nieto, Víctor M. López-Pastor, Carla Fernández-Garcimartín & Miriam Molina Soria. 2023. Formative and Shared Assessment to Promote Global University Learning. Formative and Shared Assessment to Promote Global University Learning 132 149 .
Lesley Kuliukas, Janie Brown, Anna Bosco & Zoe Bradfield. (2023) Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences. Women and Birth 36:2, pages 177-183.
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Jude Tan. 2023. Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022). Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022) 323 336 .
Brian Poole. (2022) Moderation: concept and operationalisation in UK universities. Quality Assurance in Education 30:4, pages 464-476.
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Cristina Pascual-Arias, Víctor M. López-Pastor, Teresa Fuentes Nieto & David Hortigüela-Alcalá. (2022) La Formación Permanente del Profesorado como Elemento Influyente para Implicar al Alumnado en su Evaluación: Un Estudio de Caso. Revista Iberoamericana de Evaluación Educativa 15:1.
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Naima Iftikhar, Philip Crowther & Lindy Osborne Burton. (2021) Variance in student and teacher roles in the contemporary Australasian architecture design studio context. Archnet-IJAR: International Journal of Architectural Research 15:3, pages 683-702.
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Chinyere Augusta Nwajiuba, Paul Agu Igwe, Abiola Deborah Akinsola-Obatolu, Afam Ituma & Michael Olayinka Binuomote. (2020) What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach. Industry and Higher Education 34:5, pages 358-367.
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Zhe Chang, Chen-ming Zhang, Zi-xue Sun, Zu-long Wang, Jian-she Chen & Zheng Wang. (2019) Characteristics of Chinese Medicine Education Under British Education System in New Zealand. Chinese Journal of Integrative Medicine 25:12, pages 936-938.
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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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Stephen Murgatroyd. 2018. On the Line. On the Line 141 155 .

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