Teachers' Assessment and National Testing in Primary Schools in Scotland: roles and relationships

Harlen, Wynne; Malcolm, Heather; Byrne, Michel

doi:10.1080/0969594950020202

Cited by 2 publications

(1 citation statement)

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“…Findings here reflect the recent preponderance of interpretivist research extoling the benefits of moderation as a socio-cultural learning experience in which developing teacher judgement is central (Adie, 2013a;Harlen, 2004;Reid, 2007;Klenowski &Wyatt-Smith, 2014;Smaill, 2013). Moderation in Scottish primary schools, as communicated in Scottish policy, has also shifted from external moderation through national tests to social moderation (Harlen, Malcolm & Byrne, 1995;Scottish Government, 2010) although there is to be a shift in this matter back to national testing as of 2017 (The Scottish Government, 2016).…”

Section: Social Moderationsupporting

confidence: 53%

Moderation and the primary school context

Adams¹,

Anderson

2017

Education 3-13

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This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment.Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.

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