The role of internal and external moderation for assuring academic standards
Lloyd, Andy and Forsyth, Rachel LU
(2024)
p.57-70
- Abstract
Drawing on the review of quality assurance policies in higher education already set out of the introduction, this chapter explores the impact of national quality assurance processes adopted to aid consistency in the judgement of academic standards in UK higher education. Specifically, it will examine the ways in which the processes adopted to support marking and to moderate marks, known collectively as moderation, have been implemented. Aside from highlighting the impact that ‘quality’ had on a community that previously embraced and embedded academic autonomy, the chapter will examine the research base which suggests that moderation has had little impact on our understanding of academic standards. While the ‘quality movement’ carried... (More)
Drawing on the review of quality assurance policies in higher education already set out of the introduction, this chapter explores the impact of national quality assurance processes adopted to aid consistency in the judgement of academic standards in UK higher education. Specifically, it will examine the ways in which the processes adopted to support marking and to moderate marks, known collectively as moderation, have been implemented. Aside from highlighting the impact that ‘quality’ had on a community that previously embraced and embedded academic autonomy, the chapter will examine the research base which suggests that moderation has had little impact on our understanding of academic standards. While the ‘quality movement’ carried many benefits, it will be argued that its implementation may have done little to help protect academic standards or make them more explicit. Highlighting the limitations arising from markers under-use of many of the key documents developed to help identify and articulate standards, such as rubrics, assessment criteria and the UK Framework for Higher Education Qualifications (FHEQ), the chapter will also consider the inherent weaknesses that exist in some commonly used moderation processes. The chapter will conclude by examining emerging trends in approaches to moderation, highlighting the impact of continuing professional development, such as that provided by the UK Degree Standards Programme, on academic staff and institutional approaches to the management of academic standards.
(Less)
- author
- Lloyd, Andy
and Forsyth, Rachel
LU
- organization
- publishing date
- 2024
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- academic standards, assessment moderation, assessment
- host publication
- Academic Standards in Higher Education : Critical Perspectives and Practical Strategies - Critical Perspectives and Practical Strategies
- pages
- 14 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:85204848068
- ISBN
- 9781040108048
- 9781032460277
- DOI
- 10.4324/9781003379768-7
- language
- English
- LU publication?
- yes
- id
- 385d94f6-a0cf-4012-9275-58f892e35809
- date added to LUP
- 2023-04-01 12:11:40
- date last changed
- 2025-07-12 10:58:48
@inbook{385d94f6-a0cf-4012-9275-58f892e35809,
abstract = {{<p>Drawing on the review of quality assurance policies in higher education already set out of the introduction, this chapter explores the impact of national quality assurance processes adopted to aid consistency in the judgement of academic standards in UK higher education. Specifically, it will examine the ways in which the processes adopted to support marking and to moderate marks, known collectively as moderation, have been implemented. Aside from highlighting the impact that ‘quality’ had on a community that previously embraced and embedded academic autonomy, the chapter will examine the research base which suggests that moderation has had little impact on our understanding of academic standards. While the ‘quality movement’ carried many benefits, it will be argued that its implementation may have done little to help protect academic standards or make them more explicit. Highlighting the limitations arising from markers under-use of many of the key documents developed to help identify and articulate standards, such as rubrics, assessment criteria and the UK Framework for Higher Education Qualifications (FHEQ), the chapter will also consider the inherent weaknesses that exist in some commonly used moderation processes. The chapter will conclude by examining emerging trends in approaches to moderation, highlighting the impact of continuing professional development, such as that provided by the UK Degree Standards Programme, on academic staff and institutional approaches to the management of academic standards.</p>}},
author = {{Lloyd, Andy and Forsyth, Rachel}},
booktitle = {{Academic Standards in Higher Education : Critical Perspectives and Practical Strategies}},
isbn = {{9781040108048}},
keywords = {{academic standards; assessment moderation; assessment}},
language = {{eng}},
pages = {{57--70}},
publisher = {{Taylor & Francis}},
title = {{The role of internal and external moderation for assuring academic standards}},
url = {{http://dx.doi.org/10.4324/9781003379768-7}},
doi = {{10.4324/9781003379768-7}},
year = {{2024}},
}