Adopting new practice: Using Feedback to Develop a University-wide Moderation Process that closes the assessment loop
Brown, NR, Adopting new practice: Using Feedback to Develop a University-wide Moderation Process that closes the assessment loop, Authors Papers and Extended Abstracts: ATN Assessment Conference 2010, 18-19 November 2010, Sydney EJ (2010) [Refereed Conference Paper]
In higher education, assessment practices are increasingly coming under scrutiny as a scholarship of
assessment is being developed across the sector. Many institutions are promoting the use of
criterion-referenced assessment, particularly in conjunction with the use of standards, yet despite
this widespread support, the effective implementation of such a system can be problematic.
Generating criteria that are clear and valid, developing a shared understanding of criteria and
standards among students and assessors and arriving at final awards are key issues being addressed
by scholars of assessment. At a meta-level, implementation of a fundamentally new assessment
practice within an institution requires change management that takes account of a broader range of
factors beyond issues of scholarship. This paper describes the procedure of articulating a
moderation process in response to concerns about the removal of the requirement to �grade on the
curve�. The moderation process has three foci: the assessment design (pre-assessment focus),
making judgments (point of assessment focus) and determining grading outputs (post-assessment
focus). Importantly, the post-assessment focus explicitly builds in review and feed forward in
relation to assessment design, thereby closing the loop of the assessment process.