Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Moderation and Assessment

  • Lenore Adie
  • Val Klenowski
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_393



In this entry moderation is conceptualized as a social and holistic practice. Moderation is discussed, in particular, with reference to systems of standards-referenced curriculum. In this context, the connection between assessment, curriculum, and standards needs to be understood for moderation to be effective. Significantly, the purposes, roles, processes, and practices of moderation are presented as beneficial to professional learning and necessary as a mechanism of quality control; however moderation viewed as a social practice presents important challenges which are also analyzed and addressed here.


Moderation involves teachers in discussion and debate about their interpretations of the quality of student work situated within a particular context. These processes require teachers to articulate their interpretations of...

This is a preview of subscription content, log in to check access.


  1. Adie, L. (2013). The development of teacher assessment identity through participation in online moderation. Assessment in Education: Principles, Policy & Practice, 20(1), 91–106.CrossRefGoogle Scholar
  2. Adie, L., & Willis, J. (2014). Using annotations to inform an understanding of achievement standards. Assessment Matters, 6, 112–136.Google Scholar
  3. Coburn, E. C., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173–206. doi:10.1080/15366367.2011.626729.CrossRefGoogle Scholar
  4. Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for education standards, judgement and moderation. London: Sage.CrossRefGoogle Scholar
  5. Linn, R. L. (1993). Linking results of distinct assessments. Applied Measurement in Education, 6(1), 83–102.CrossRefGoogle Scholar
  6. Maxwell, G. (2002). Moderation of teacher judgements in student assessment: Discussion paper on assessment and reporting. Brisbane: Queensland School Curriculum Council.Google Scholar
  7. Maxwell, G. (2007). Implications for moderation proposed changes to senior secondary school syllabuses. Retrieved from https://www.qcaa.qld.edu.au/downloads/publications/snr_syll_rv_paper_imp_mod.pdf.

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Learning Sciences Institute AustraliaAustralian Catholic UniversityBrisbaneAustralia
  2. 2.Queensland University of TechnologyBrisbaneAustralia