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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Why should we bother with assessment moderation?

Colleen Smith¹

¹School of Nursing and Midwifery, Division of Health Sciences, University of South Australia, North Terrace Adelaide 5001, Australia. colleen.smith@unisa.edu.au

Nurse Education Today

|November 11, 2011

Summary

This summary is machine-generated.

Assessment moderation is crucial for quality education, especially in nursing programs. This paper advocates for a holistic, whole-of-course approach to assessment moderation, moving beyond traditional pre- and post-moderation practices.

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Published on: September 11, 2021

Area of Science:

Nursing Education
Educational Assessment
Quality Improvement

Background:

Assessment moderation significantly impacts the quality of nursing education programs.
Traditional moderation practices (pre- and post-moderation) are often limited in scope.
Current methods like double marking and grade assignment may not fully capture assessment complexity.

Purpose of the Study:

To challenge the traditional, time-bound view of assessment moderation.
To critique conventional moderation techniques and their limitations.
To propose a comprehensive, whole-of-course approach to assessment moderation.

Main Methods:

Conceptual analysis of assessment moderation practices.
Critique of traditional moderation methods (double marking, grading).
Development of principles for a whole-of-course moderation model.

Main Results:

Traditional moderation is often narrowly focused on assessment timing.
Established practices like double marking do not adequately address assessment complexity.
A new model for assessment moderation is proposed.

Conclusions:

A shift from traditional pre/post-moderation to a whole-of-course approach is necessary.
Effective moderation requires integrating principles like constructive alignment and reflective practice.
A community of practice and acknowledgment of assessment subjectivity are key components.