Rigour in Moderation Processes is More Important than the Choice of Method

Autor/inn/en	Zahra, Daniel; Robinson, Iain; Roberts, Martin; Coombes, Lee; Cockerill, Josephine; Burr, Steven
Titel	Rigour in Moderation Processes is More Important than the Choice of Method
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 7, S.1159-1167 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1236183
Schlagwörter	Medical Education; Medical Schools; Benchmarking; Qualitative Research; Student Attitudes; Foreign Countries; Academic Standards; Educational Assessment; United Kingdom + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Qualitative Forschung; Schülerverhalten; Ausland; Education; assessment; Bewertungssystem; Großbritannien
Abstract	Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school's current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01