Quality assurance of assessment and moderation discourses involving sessional staff

Peter R Grainger; Lenore Adie; Katie Weir

doi:10.1080/02602938.2015.1030333

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Quality assurance of assessment and moderation discourses involving sessional staff

Journal article

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Quality assurance of assessment and moderation discourses involving sessional staff

Peter R Grainger, Lenore Adie and Katie Weir

Assessment & Evaluation in Higher Education, Vol.41(4), pp.548-559

2016

DOI: https://doi.org/10.1080/02602938.2015.1030333

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Abstract

assessment

moderation

consensus

university

sessional staff

Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff in moderation processes at tertiary level. Qualitative data were gathered through focus interviews. Results, in the form of various moderation discourses, indicate that sessional staff impact the formal quality assurance processes in numerous ways.

Details

Title: Quality assurance of assessment and moderation discourses involving sessional staff
Authors: Peter R Grainger (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Lenore Adie (Author) - Queensland University of Technology
Katie Weir (Author) - Griffith University
Publication details: Assessment & Evaluation in Higher Education, Vol.41(4), pp.548-559
Publisher: Routledge
Date published: 2016
DOI: 10.1080/02602938.2015.1030333
ISSN: 0260-2938
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449831702621
Output Type: Journal article

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