Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

Gail Crimmins; Greg Nash; Florin I Oprescu; Kristel Alla; Ginna Brock; Bree Hickson-Jamieson; Caitlin E Noakes

doi:10.1080/02602938.2015.1017754

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Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

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Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

Gail Crimmins, Greg Nash, Florin I Oprescu, Kristel Alla, Ginna Brock, Bree Hickson-Jamieson and Caitlin E Noakes

Assessment & Evaluation in Higher Education, Vol.41(3), pp.427-441

2016

DOI: https://doi.org/10.1080/02602938.2015.1017754

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Abstract

TEQSA

casual academic staff

workforce development

assessment moderation

professional development

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics' contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.

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Title: Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?
Authors: Gail Crimmins (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Greg Nash (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Florin I Oprescu (Author) - University of the Sunshine Coast
Kristel Alla (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Ginna Brock (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Bree Hickson-Jamieson (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Caitlin E Noakes (Author) - University of the Sunshine Coast - Faculty of Arts and Business
Publication details: Assessment & Evaluation in Higher Education, Vol.41(3), pp.427-441
Publisher: Routledge
Date published: 2016
DOI: 10.1080/02602938.2015.1017754
ISSN: 0260-2938
Organisation Unit: School of Business and Creative Industries; School of Tertiary Access - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; School of Health and Sport Sciences - Legacy; School of Creative Industries - Legacy; Engage Research Lab; School of Law and Society; School of Health and Behavioural Sciences - Legacy; School of Health - Public Health
Language: English
Record Identifier: 99449915602621
Output Type: Journal article

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