Staff Guide on Assessment and Moderation

Staff Guide on Assessment and ModerationPurposeThe purpose of the assessment and relievo round guide is to disciplineAll staff are aware of the abstinence activities requirementsAll staff are aware of the assessment requirements adheres to the quality standards (i.e. fair, valid and consistent assessment) anticipate from external parties (e.g. NZQA)PolicyThis policy will be achieved through planning and slaying of an annual Moderation Calendar, and regular analysis of assessment results. Findings and bodily process plans from moderation activities will be implemented and monitored by determine partiesProcedureThe create by mental act Leader will be responsible for managing the expectations and delivery of internal and external moderation activities which includes and are not limited toa. completing an annual Moderation Calendar for the departmentb. monitoring performance plans developed to address findings from moderation activitiesc. implementation of action plans, where requiredd. the day-to-day running and requirements of the Moderation Calendare. monitoring and/or reporting any risks identify from moderation activities to the Academic Board observe responsibilitiesProgramme LeaderPrepare Annual Moderation Calendar to include pre-,post-, and external moderation requirementsIdentify any assessments requiring amendment after post-moderationSummarise results of annual moderation activities and record key learningsIdentify moderators required and assign moderators for stages of moderationNominated ModeratorCarry step to the fore moderation activities as requested (pre-, and post-)Complete moderation and reports to be submitted to Programme LeaderTeaching StaffDiscuss planned moderation activities and nominate moderatorsComplete review of assessment materialsComplete amendment of assessment materials with consultation with Programme LeaderPolicy Quality IndicatorsModeration activities are planned and carried bulge out according to the annual Moderati on CalendarAssessments submitted meet the quality standards (i.e. fair, valid and consistent) expected from external partiedAG1 (e.g. NZQA)Part 2 Personal ReflectionModeration is comprised of a set of procedures designed to ensure quality assurance through monitoring and rating of assessments (The Skills Organisation IncorporatedAG2, 2014). The characteristics of moderation activity include fairness, validity, reliability, consistency, sufficiency and authenticity (The Skills Organisation Incorporated, 2014). The five different types of moderation will be discussed below. In addition, a observation form personal practise of some factors that can have an impact on the type of moderation will also be discussed.Internal pre-moderationwhy This is carried out by nominated internal moderators to ensure the validity and sufficiency of assessment materials prior to being used by learners (The Skills Organisation Incorporated, 2014). Any actions identified following this activity must be implemented, reviewed and moderated prior to being used by learners.Review of factors and issues In myAG3 experience, this is a crucial process which requires time and attention, to ensure for the validity and sufficiency of assessment materials. The responsibility is with the moderator to ensure he or she is knowledgeable of the learning outcomes, the assessment requirements and assessment materials.Internal post-assessment moderationWhy This is carried out by nominated internal moderators to ensure there is fairness, validity, consistency and authenticity displayed by the assessor of the assessment materials (The Skills Organisation Incorporated, 2014).Review of factors and issues This process can be used to ascertain if the learning has occurred for students. In my experience, internal post-assessment moderation requires a sample of highest, middle and lowest graded assessments. This is to ensure there has been consistency in the assessors judgement in allocating marks for the as sessments. This is also an opportunity to gain an insight into the students learning progression. However, there has also been times that an assessor has received the feedback and/or suggestions from the action plans in a negative manner, creating an environment that is less conducive. There has also been times whereby there has been leniency from the moderator due to sympathy or the fear of causation offence to the assessor. Such behaviours can have serious consequencesAG4, relating to both the quality of the assessments as well as the integrity of the process.Peer moderationWhy This is carried out to ensure there is consistency between assessors within the same department and/or organisation (The Skills Organisation Incorporated, 2014).Review of factors and issues In my personal experience, peer moderation can create a perception whereby an assessor may feel targetedAG5 due to the feedback provided. Often, an assessor may feel like he or she of necessity to be able to justify his or her decisions, which can lead to an environment that is less conducive. On the other hand, peer moderation can also be a very useful process whereby assessors are given an opportunity for wider collegial discussion, which can assist with learning and further understanding of the assessment materials. remote pre-assessment moderationAG6Why This is carried out by nominated external moderators to ensure there is fairness, validity, consistency and authenticity displayed by the assessor of the assessment materials (The Skills Organisation Incorporated, 2014). Any actions identified following this activity must be implemented, reviewed and moderated prior to being used by learners.Review of factors and issues As previously identified, this is a crucial process to brook assessment materials are fair, valid and consistent with the required standards. The moderator is required to have sufficient understanding and knowledge of the learning outcomes, assessment requirements and assessmen t materials.External post-assessment moderationWhy This is carried out by nominated external moderators to ensure consistency, validity and reliability of assessment between Tertiary Education Organisations, Government Training Organisations, sedulousness Training Organisations and schools are being maintained (The Skills Organisation Incorporated, 2014).Review of factors and issues The findings from post-moderation can be useful in ascertaining if the learningAG7 has taken place, as this provides evidence of learning outcomes being achieved by learners. This further solidifies the characteristics required by moderation, for example, authenticity.References The Skills Organisation Incorporated. (2014). Moderation. Retrieved from http//skills.org.nz/assessment__moderation/moderation