Publication Date

2012

Abstract

For teachers working in a standards-based assessment system, professional conversations through organised social moderation meetings are a vital element. This qualitative research investigated the learning that occurred as a result of online moderation discussions. Findings illustrate how participating in social moderation meetings in an online context can support teachers to understand themselves as assessors, and can provide opportunities for teachers to imagine possibilities for their teaching that move beyond the moderation practice.

School/Institute

Learning Sciences Institute Australia

Document Type

Journal Article

Access Rights

ERA Access

Access may be restricted.

Share

COinS