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Consistency, connectedness and creative solutions: An investigation into online moderation

This paper examines the possible connections between teachers’, participation in online social moderation meetings and their assessment practices. Online moderation meetings are a new and unexplored space for teachers to gather to discuss, negotiate and justify their understandings of the standard of student work. Sociocultural theories of learning are drawn on to analyse the data collected from the observation of the online moderation meetings conducted during 2007 and 2008, and the interviews with participants. The results provide insights into how teachers from diverse locations may be developing a shared meaning and common practices within a standards-based assessment system.

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