Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?-Reference-Cited by-同舟云学术

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

Published:2015-03-13 Issue:3 Volume:41 Page:427-441
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Crimmins Gail,Nash Gregory,Oprescu Florin,Alla Kristel,Brock Ginna,Hickson-Jamieson Bree,Noakes Caitlin

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/02602938.2015.1017754

Reference35 articles.

1. Identifying discourses of moderation in higher education

2. Australian Universities Quality Agency. 2004.Report of an Audit of Edith Cowan University. AUQA Audit Report Number 26. Melbourne: Teaching and Educational Development Institute, University of Queensland.

3. Focus Groups in Social Research

4. Marking and moderation in the UK: false assumptions and wasted resources

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