This paper reports on a practice based, qualitative research project, using a case study method, which involved the development and trial of a social moderation process and resources for use in transnational education delivery by Higher Education Institution (HEI) professoriate (tutors) at an Australian university and at a Malaysian twinning HEI. Harlen’s (2005)five actions to improve the dependability of assessments provided the study framework. The project aimed to improve consistency and comparability in marking a first year undergraduate business course oral presentation assessment across multiple tutorial groups in a transnational context. The paper discusses the implementation of a social moderation activity, which used video exemplars and a multi-criterion rubric, to create a shared understanding of the assessment criteria and the standard. Results indicate that the moderation training activity assisted all tutors to develop a shared understanding of the expected standard. New tutors, both “onshore” and “offshore”, reported that the moderation training was a significant professional development activity in teaching oral presentation assessments. Blind double marking indicated good consistency across tutorial groups in all locations. Feedback was gathered from tutors at the end of semester for further resource development.
|Keywords:||Teacher Training, Assessment Moderation, Transnational Education, Quality Control|
T & L Facilitator, Curtin Business School, School of Accounting, Curtin University, Perth, Western Australia, Australia
Lecturer, School of Accounting, Curtin Business School, Perth, Western Australia, Australia
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