Identifying discourses of moderation in higher education

References

• Adie, L., M. Lloyd, and D. Beutel. 2011. “QUT Faculty of Education: Moderation practices in the Faculty of Education.” Unpublished Report, Teaching and Learning Development Grant, Queensland University of Technology.
   Google Scholar
• Biggs, J. 1999. Teaching for Quality Learning at University. Buckingham: Open University Press.
   Google Scholar
• Biggs, J., and C. Tang. 2011. Teaching for Quality Learning at University. 4th ed. Maidenhead: Open University Press.
   Google Scholar
• Bloxham, S. 2009. “Marking and Moderation in the UK: False Assumptions and Wasted Resources.” Assessment & Evaluation in Higher Education 34(2): 209–220.
   Web of Science ®Google Scholar
• Bloxham, S., P. Boyd, and S. Orr. 2011. “Mark My Words: The Role of Assessment Criteria in UK Higher Education Grading Practices.” Studies in Higher Education 36(6): 655–670.
   Web of Science ®Google Scholar
• Coates, H. 2010. “Defining and Monitoring Academic Standards in Australian Higher Education.” Higher Education Management and Policy 22(1): 1–17.
   Google Scholar
• Cohen, L., L. Manion, and K. Morrison. 2011. Research Methods in Education. 7th ed. New York, NY: Routledge.
   Google Scholar
• Curtin University. 2010. “Developing Appropriate Assessment Tasks.” In Teaching and Learning at Curtin 2010, 22–44. Accessed July 16, 2012. http://otl.curtin.edu.au/teaching_learning/handbook.cfm.
   Google Scholar
• de Certeau, M. 1984. The Practice of Everyday Life. Berkeley, CA: University of California Press.
   Google Scholar
• Elliot, E., K. Pearce, and S. King. 2011. “Moderation of Assessment Tasks: Developing Solutions to Common Problems.” Paper presented at the 2011 HERDSA Conference, Gold Coast, July.
   Google Scholar
• Gee, J. P. 1996. Social Linguistics and Literacies: Ideology in Discourses. 2nd ed. London: Routledge Falmer.
   Google Scholar
• Goos, M., D. Ganaway, and C. Hughes. 2011. “Assessment as an Equity Issue in Higher Education: Comparing the Perceptions of First Year Students, Course Coordinators, and Academic Leaders.” Australian Educational Researcher 38: 95–107. doi:10.1007/s13384-010-0008-2.
   Web of Science ®Google Scholar
• Goos, M., and C. Hughes. 2010. “An Investigation of the Confidence Levels of Course/Subject Coordinators in Undertaking Aspects of Their Assessment Responsibilities.” Assessment & Evaluation in Higher Education 35(3): 315–324.
   Web of Science ®Google Scholar
• Hughes, C. 2008. “Moderation.” Paper prepared for the Assessment Subcommittee of the University of Queensland teaching and learning committee. Brisbane. Accessed July 28, 2011. http://www.tedi.uq.edu.au/downloads/assessment/Moderationdiscussion-paper.doc.
   Google Scholar
• Kenway, J. 1990. “Education and the Right’s Discursive Politics: Private Versus State Schooling.” In Foucault and Education: Disciplines and Knowledge, edited by S. J. Ball, 167–206. London: Routledge.
   Google Scholar
• Kuzich, S., R. Groves, S. O’Hare, and L. Pelliccione. 2010. “Building Team Capacity: Sustaining Quality in Assessment and Moderation Practices in a Fully Online Unit”. Paper presented at the ATN Assessment Conference 2010 University of Technology Sydney. http://www.iml.uts.edu.au/pdfs/Kuzich.pdf.
   Google Scholar
• Lawson, K., and J. Yorke. 2009. “The Development of Moderation Across the Institution: A Comparison of Two Approaches.” Paper presented at the ATN 2009 Conference, RMIT, Melbourne, November. Accessed August 13, 2012. http://emedia.rmit.edu.au/conferences/index.php/ATNAC/ATNAC09/paper/viewFile/180/23.
   Google Scholar
• New Zealand Qualifications Authority. 2011. National External Moderation Manual for Tertiary Education Organisations: 2011 TEO Manual. New Zealand Qualifications Authority.
   Google Scholar
• Orr, S. 2007. “Assessment Moderation: Constructing the Marks and Constructing the Students.” Assessment & Evaluation in Higher Education 32(6): 645–656.
   Google Scholar
• Quality Assurance Agency for Higher Education. 2011. The UK Quality Code for Higher Education. Gloucester, UK: Quality Assurance Agency for Higher Education. http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality%20Code%20-%20Chapter%20B6.pdf.
   Google Scholar
• Sadler, D. R. 2009. “Indeterminacy in the Use of Preset Criteria for Assessment and Grading.” Assessment & Evaluation in Higher Education 34(2): 159–179.
   Web of Science ®Google Scholar
• Sadler, D. R. 2010. “Assuring Academic Achievement Standards at Griffith University.” Consultation Paper (2nd ed.). Accessed July 16, 2012. http://app.griffith.edu.au/assessment-matters/pdfs/assuring-academic-achievement-standards-second-edition.pdf.
   Google Scholar
• Sadler, D. R. 2011. “Academic Freedom, Achievement Standards and Professional Identity.” Quality in Higher Education 17(1): 85–100.
   Google Scholar
• Tertiary Education Quality and Standards Authority (TEQSA). 2012. Application Guide: Application for Accreditation of a Higher education course of study (AQF Qualification). Commonwealth of Australia. Accessed 29 January, 2012. http://www.teqsa.gov.au/sites/default/files/Course%20Accred%20Guide_final_080212.pdf.
   Google Scholar
• University of Tasmania. 2011. Moderating teacher judgments. Accessed July 16, 2012. http://www.teaching-learning-utas.edu.au/assessment/moderating-teacher-judgments.
   Google Scholar
• Van der Schaaf, M., L. Baartman and F. Prins. 2012. “Exploring the Role of Assessment Criteria during Teachers’ Collaborative Judgement Processes of Students’ Portfolios.” Assessment & Evaluation in Higher Education 37 (7): 847–860.
   Google Scholar