Moderation of assessment

DEFINITION 1:  Quality assurance, control processes and activities such as peer review that aim to assure: consistency or comparability, appropriateness, and fairness of assessment judgments; and the validity and reliability of assessment tasks, criteria and standards. Moderation of assessment processes establish comparability of standards of student performance across, for example, different markers, locations, subjects, providers and/or courses of study.

SOURCE: Glossary of terms, Tertiary Education Quality Standards Agency (TEQSA), Australia.

HYPERLINK: http://www.teqsa.gov.au/media-publications/glossary

 

DEFINITION 2: The process of establishing comparable standards for evaluating learners’ responses to assessment tasks in order to ensure that the data are valid and reliable for the intended purposes. In schools, it involves groups of teachers looking at examples of student work, discussing the extent to which these meet the expected standard, and coming to an agreement on the level of attainment represented by each example. (Source: Ho 2012). Moderation is a key strategy to increase the reliability of assessment and marking across different settings. It includes a set of approaches that aim to ensure the quality and comparability of assessment judgement. It may also involve a competent external organization systematically checking school-based marking. (Source: OECD 2013).
 

SOURCE: IBE (2013). Glossary of Curriculum Terminology, IBE-UNESCO.

HYPERLINK: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/IBE_GlossaryCurriculumTerminology2013_eng.pdf

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