References
- Adie, L. 2012. “Learning as Identity and Practice through Involvement in Online Moderation.” Educational Assessment, Evaluation and Accountability 24: 43–56.10.1007/s11092-011-9132-4
- Adie, L., V. Klenowski, and C. Wyatt-Smith. 2012. “Towards an Understanding of Teacher Judgement in the Context of Social Moderation.” Educational Review 64 (2): 223–240.10.1080/00131911.2011.598919
- Adie, L., M. Lloyd, and D. Beutel. 2013. “Identifying Discourses of Moderation in Higher Education.” Assessment & Evaluation in Higher Education: 1–10. http://eprints.qut.edu.au/58095/
- Annetts, S., U. Jones, and R. V. Deursen. 2013. “An Innovative Review of an Undergraduate Dissertation Double Marking Policy.” Innovations in Education and Teaching International 50 (3): 308–317.10.1080/14703297.2012.760771
- Ashworth, M., S. Bloxham, and L. Pearce. 2010. “Examining the Tension between Academic Standards and Inclusion for Disabled Students: The Impact on Marking of Individual Academics’ Frameworks for Assessment.” Studies in Higher Education 35 (2): 209–223.10.1080/03075070903062864
- Bird, F. L., and R. Yucel. 2013. “Improving Marking Reliability of Scientific Writing with the Developing Understanding of Assessment for Learning Programme.” Assessment & Evaluation in Higher Education 38 (5): 536–553.
- Bloxham, S. 2009. “Marking and Moderation in the UK: False Assumptions and Wasted Resources.” Assessment & Evaluation in Higher Education 34 (2): 209–220.10.1080/02602930801955978
- Bloxham, S. 2012. “‘You Can See the Quality in Front of Your Eyes’: Grounding Academic Standards between Rationality and Interpretation.” Quality in Higher Education 18 (2): 185–204.10.1080/13538322.2012.711071
- 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): 655–670.10.1080/03075071003777716
- Buglear, J. 2011. “Grading and Academic Freedom: An English Academic’s Angle on Hill’s Contentious Triangle.” Quality in Higher Education 17 (1): 101–104.10.1080/13538322.2011.554633
- Colton, D. 2000. “Quality Improvement in Health Care: Conceptual and Historical Foundations.” Evaluation and the Health Professions 23: 7–42.10.1177/01632780022034462
- Dew, J. R., and M. McGowan Nearing. 2004. Continuous Quality Improvement in Higher Education. Westport, CT: Praeger.
- Gamble, I. 2011. “Continuous Improvement Models That Focus on Teaching and Learning.” Association of Independent Schools in South Australia. Accessed November 6, 2013. http://www.ais.sa.edu.au/__files/f/92190/AISSA%20-%20Continuous%20Improvement%20Models%20publication.pdf
- 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.
- Hartley, J. 2005. “Case Study Research.” In Essential Guide to Qualitative Methods in Organizational Research, edited by Catherine Cassell and Gillian Symore, 323–333. London: Sage.
- Hunter, K., and P. Docherty. 2011. “Reducing Variation in the Assessment of Student Writing.” Assessment & Evaluation in Higher Education 36 (1): 109–124.
- Hunter, S. B., A. J. Ober, S. M. Paddock, P. E. Hunt, and D. Levan. 2014. “Continuous Quality Improvement (CQI) in Addiction Treatment Settings: Design and Intervention Protocol of a Group Randomized Pilot Study.” Addiction Science and Clinical Practice 9 (4): 1–11.
- Johnson, S. 2013. “On the Reliability of High-stakes Teacher Assessment.” Research Papers in Education 28 (1): 91–105.10.1080/02671522.2012.754229
- Klenowski, V. 2011. “Assessment for Learning in the Accountability Era: Queensland, Australia.” Studies in Educational Evaluation 37 (1): 78–83.10.1016/j.stueduc.2011.03.003
- Klenowski, V., and C. M. Wyatt-Smith. 2010a. “Standards, Teacher Judgment and Moderation in the Contexts of National Curriculum and Assessment Reform.” Assessment Matters 2: 107–131.
- Klenowski, V., and C. M. Wyatt-Smith. 2010b. “Standards-driven Reform Years 1–10: Moderation an Optional Extra?” The Australian Educational Researcher 37 (2): 21–39.10.1007/BF03216920
- 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.” In ATN Assessment Conference 2010, 1–10. University of Technology Sydney. Accessed November 6, 2013. http://www.iml.uts.edu.au/pdfs/Kuzich.pdf
- Mahmud, S., G. Sanderson, S. Yeo, C. Briguglio, M. Wallace, P. Hukam-Singh, and T. Thuraingsam. 2010. “Moderation for Fair Assessment in Transactional Review.” Australian Learning and Teaching Council. Accessed November 6, 2013. http://altc-tne-moderation.wikispaces.com/file/view/ALTCLitReview6April2010.pdf
- Maxwell, G. S. 2010. “Moderation of Student Work by Teachers.” International Encyclopaedia of Education 3: 457–463.10.1016/B978-0-08-044894-7.00347-X
- Nuttall, M. 2007. “Moderation: Towards Greater Consistency in Marking.” In Developing Effective Assessment in Higher Education: A Practical Guide, edited by S. Bloxham and P. Boyd, 118–128. Maidenhead: Open University Press.
- Orr, S. 2010. “We Kind of Try to Merge Our Own Experience with the Objectivity of the Criteria: The Role of Connoisseurship and Tacit Practice in Undergraduate Fine Art Assessment.” Art, Design and Communication in Higher Education 9 (1): 5–19.
- Orr, S., and S. Bloxham. 2013. “Making Judgements about Students Making Work: Lecturers’ Assessment Practices in Art and Design.” Arts and Humanities in Higher Education 12 (2–3): 234–253.10.1177/1474022212467605
- Qualtrics. 2014. Online Survey Software. Demonstration available at http://qualtrics.com/
- Rubenstein, L., D. Khodyakov, S. Hempel, M. Danz, S. Salem-Schatz, R. Foy, S. O’Neill, S. Dalal, and P. Shekelle. 2014. “How Can We Recognize Continuous Quality Improvement?” International Journal for Quality in Health Care 26 (1): 6–15.10.1093/intqhc/mzt085
- Sadler, D. R. 2009. “Indeterminacy in the Use of Preset Criteria for Assessment and Grading in Higher Education.” Assessment & Evaluation in Higher Education 30 (2): 175–194.
- Sadler, D. R. 2013. “Assuring Academic Achievement Standards: From Moderation to Calibration.” Assessment in Education: Principles, Policy and Practice 20 (1): 5–19.
- Singh, A. S. 2014. “Conducting Case Study Research in Non-profit Organisations.” Qualitative Market Research: An International Journal 17 (1): 77–84.10.1108/QMR-04-2013-0024
- Smith, C. 2012. “Why Should We Bother with Assessment Moderation?” Nurse Education Today 32 (6): e45–e48.10.1016/j.nedt.2011.10.010
- Thuraisingam, T., P. K. Singh, G. Sanderson, S. Mahmud, S. Yeo, C. Briguglio, and M. Wallace. 2010. An Activity Theory Approach to Moderation for Fair Assessment in Transnational Education. Australian Learning and Teaching Council. Accessed November 6, 2013. http://espace.library.curtin.edu.au/webclient/StreamGate?folder_id=0&dvs=1378900662714~583&usePid1=true&usePid2=true
- Van der Schaaf, M., L. Baartmanb, and F. Prins. 2012. “Exploring the Role of Assessment Criteria during Teachers’ Collaborative Judgment Processes of Students’ Portfolios.” Assessment & Evaluation in Higher Education 37 (7): 847–860.
- Wallace, M., S. Mahmud, G. Sanderson, S. Yeo, C. Briguglio, and P. Hukam-Singh. 2010. “Moderation of Assessment in Transnational Higher Education.” In Collaborative Approaches to Moderation of Assessment in Transnational Education, edited by Gavin Sanderson, 1–11. Melbourne: RMIT University.
- Wyatt-Smith, C., V. Klenowski, and S. Gunn. 2010. “The Centrality of Teachers’ Judgment Practice in Assessment: A Study of Standards in Moderation.” Assessment in Education: Principles, Policy and Practice 17 (1): 59–75.