Staff Guide on Assessment and Moderation

Purpose
The purpose of the assessment and moderation staff guide is to ensure:

All staff are aware of the moderation activities requirements
All staff are aware of the assessment requirements; adheres to the quality standards (i.e.: fair, valid and consistent assessment) expected from external parties (e.g.: NZQA)

Policy
This policy will be achieved through planning and implementation of an annual Moderation Calendar, and regular analysis of assessment results.Â Findings and action plans from moderation activities will be implemented and monitored by identified parties
Procedure
The Programme Leader will be responsible for managing the expectations and delivery of internal and external moderation activities; which includes and are not limited to
a. completing an annual Moderation Calendar for the department
b. monitoring action plans developed to address findings from moderation activities
c. implementation of action plans, where required
d. the day-to-day running and requirements of the Moderation Calendar
e. monitoring and/or reporting any risks identified from moderation activities to the Academic Board
Key responsibilities
Programme Leader

Prepare Annual Moderation Calendar to include pre-,post-, and external moderation requirements
Identify any assessments requiring amendment after post-moderation
Summarise results of annual moderation activities and record key learnings
Identify moderators required and assign moderators for stages of moderation

Nominated Moderator

Carry out moderation activities as requested (pre-, and post-)
Complete moderation and reports to be submitted to Programme Leader

Teaching Staff

Discuss planned moderation activities and nominate moderators
Complete review of assessment materials
Complete amendment of assessment materials with consultation with Programme Leader

Policy Quality Indicators

Moderation activities are planned and carried out according to the annual Moderation Calendar
Assessments submitted meet the quality standards (i.e.: fair, valid and consistent) expected from external partied[AG1] (e.g.: NZQA)

Part 2: Personal Reflection
Moderation is comprised of a set of procedures designed to ensure quality assurance through monitoring and evaluation of assessments (The Skills Organisation Incorporated[AG2], 2014). The characteristics of moderation activity include fairness, validity, reliability, consistency, sufficiency and authenticity (The Skills Organisation Incorporated, 2014). The five different types of moderation will be discussed below. In addition, a reflection form personal practise of some factors that can have an impact on the type of moderation will also be discussed.
Internal pre-moderation
Why: This is carried out by nominated internal moderators to ensure the validity and sufficiency of assessment materials prior to being used by learners (The Skills Organisation Incorporated, 2014). Any actions identified following this activity must be implemented, reviewed and moderated prior to being used by learners.
Review of factors and issues: In my[AG3] experience, this is a crucial process which requires time and attention, to ensure for the validity and sufficiency of assessment materials. The responsibility is with the moderator to ensure he or she is knowledgeable of the learning outcomes, the assessment requirements and assessment materials.
Internal post-assessment moderation
Why: This is carried out by nominated internal moderators to ensure there is fairness, validity, consistency and authenticity displayed by the assessor of the assessment materials (The Skills Organisation Incorporated, 2014).
Review of factors and issues: This process can be used to ascertain if the learning has occurred for students. In my experience, internal post-assessment moderation requires a sample of highest, middle and lowest graded assessments. This is to ensure there has been consistency in the assessor’s judgement in allocating marks for the assessments. This is also an opportunity to gain an insight into the students’ learning progression. However, there has also been times that an assessor has received the feedback and/or suggestions from the action plans in a “negative” manner, creating an environment that is less conducive. There has also been times whereby there has been “leniency” from the moderator due to “sympathy” or the fear of causing “offence” to the assessor. Such behaviours can have serious consequences[AG4], relating to both the quality of the assessments as well as the integrity of the process.
Peer moderation
Why: This is carried out to ensure there is consistency between assessors within the same department and/or organisation (The Skills Organisation Incorporated, 2014).
Review of factors and issues: In my personal experience, peer moderation can create a perception whereby an assessor may feel “targeted[AG5]” due to the feedback provided. Often, an assessor may feel like he or she needs to be able to justify his or her decisions, which can lead to an environment that is less conducive. On the other hand, peer moderation can also be a very useful process whereby assessors are given an opportunity for wider collegial discussion, which can assist with learning and further understanding of the assessment materials.
External pre-assessment moderation[AG6]
Why: This is carried out by nominated external moderators to ensure there is fairness, validity, consistency and authenticity displayed by the assessor of the assessment materials (The Skills Organisation Incorporated, 2014). Any actions identified following this activity must be implemented, reviewed and moderated prior to being used by learners.
Review of factors and issues: As previously identified, this is a crucial process to confirm assessment materials are fair, valid and consistent with the required standards. The moderator is required to have sufficient understanding and knowledge of the learning outcomes, assessment requirements and assessment materials.
External post-assessment moderation
Why: This is carried out by nominated external moderators to ensure consistency, validity and reliability of assessment between Tertiary Education Organisations, Government Training Organisations, Industry Training Organisations and schools are being maintained (The Skills Organisation Incorporated, 2014).
Review of factors and issues: The findings from post-moderation can be useful in ascertaining if the learning[AG7] has taken place, as this provides evidence of learning outcomes being achieved by learners. This further solidifies the characteristics required by moderation, for example, authenticity.