Moderation and the primary school context
Author:
Affiliation:
1. School of Education, Faculty of Humanities and Social Sciences, University of Strathclyde, Glasgow, UK
2. Glasgow City Council, Glasgow, UK
Publisher
Informa UK Limited
Subject
Life-span and Life-course Studies,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03004279.2017.1382547
Reference74 articles.
1. The development of teacher assessment identity through participation in online moderation
2. ‘Peopling’ curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis
3. Identifying discourses of moderation in higher education
4. Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration
5. Teachers’ professional judgement in assessment: a cognitive act and a socially situated practice
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