Can a Systematic Assessment Moderation Process Assure the Quality and Integrity of Assessment Practice While Supporting the Professional Development of Casual Academics?

Bibliographic Details
Title:	Can a Systematic Assessment Moderation Process Assure the Quality and Integrity of Assessment Practice While Supporting the Professional Development of Casual Academics?
Language:	English
Authors:	Crimmins, Gail, Nash, Gregory, Oprescu, Florin, Alla, Kristel, Brock, Ginna, Hickson-Jamieson, Bree, Noakes, Caitlin
Source:	Assessment & Evaluation in Higher Education. 2016 41(3):427-441.
Availability:	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed:	Y
Page Count:	15
Publication Date:	2016
Document Type:	Journal Articles Reports - Research
Education Level:	Higher Education Postsecondary Education
Descriptors:	Learner Engagement, Professional Development, Higher Education, Foreign Countries, Academic Achievement, Quality Assurance, Case Studies, Focus Groups, Teaching Methods, Tutors, Feedback (Response), Workshops, Postsecondary Education, Integrity, College Faculty, Substitute Teachers, Employment, Data Analysis
Geographic Terms:	Australia
DOI:	10.1080/02602938.2015.1017754
ISSN:	0260-2938
Abstract:	There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics' contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.
Abstractor:	As Provided
Number of References:	45
Entry Date:	2016
Accession Number:	EJ1093469
Database:	ERIC
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More Details
ISSN:	0260-2938
DOI:	10.1080/02602938.2015.1017754
Published in:	Assessment & Evaluation in Higher Education
Language:	English