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Learning through moderation

Author(s): 
Rosemary Hipkins

Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional judgments of each student's progress against the new National Standards. Moderation potentially offers rich professional learning possibilities—but only if teachers feel safe to learn, have the time needed, and are given access to robust examples to inform their debates.

The article was first published in set 2010: no.1.

AttachmentSize
PDF icon Learning through moderation77.57 KB
Year published: 
2010
Publication type: 
Occasional paper
Publisher: 
NZCER
Full text download: 
not full-text