Opportunities to reframe moderation practices in the wake of the COVID-19 pandemic
Charles Darr and Rosemary Hipkins
Link and Overview
A concise article outlining how assessment strategies can change to be more reflective of the learning process, by two well-regarded researchers at NZCER.
TL/DR
COVID-19 has disrupted traditional summative assessment strategies, but teachers need support to identify what is suitable ‘evidence’.
Considers the three ingredients required for making a valid judgement: understanding of what is being judged, clarity about what counts as evidence, having a sense of how much evidence is required.
Argues these draw on shared norms developed through professional expertise.
Gives an overview of the decision frameworks that support this process.