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Teacher-based Assessment at the Upper Secondary Level of Education ? an Exploration of the Interaction between ‘Teachers as Assessors’ and ‘Teachers as Moderators’

Upper secondary schooling is characterised by high‐,stakes assessment , systems used to certify students’, achievements at the conclusion of this period of education. In Australia, as in many other countries, whether the assessment system consists entirely of school‐,based assessment components,externally marked assessment components, or a combination of school‐,based and externally marked assessment components, the judgments about students’, achievements are typically made by teachers.

This paper examines the teacher‐,based assessment system as it has evolved over the past 30 years in an Australian statutory assessment authority withlegislative responsibilities for assessment and certification of the achievements of upper secondary students. It maps the variety of methods that are used at present to moderate school‐,based and external assessment components. Importantly, it explores the nature of the relationships between two pivotal roles performed by the teacher: assessor (of the standard of work of his or her own students) and moderator (of the standard of work of other teachers’, students). It interrogates these relationships in relation to three goals: being fairer to students, building the capacities of teachers to understand assessment processes and thereby improve learning, and strengthening public confidence in the fairness of the judgments. The paper suggests that a teacher‐,based assessment system can be a solid basis for achieving these goals.

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