Why should we bother with assessment moderation?

Abstract

Assessment moderation is a significant component of a quality education system. How this practice is conceptualised, applied to the assessment process and embedded in teaching and learning, influence the quality of nurse education programmes. This paper challenges the traditional view that moderation is confined to what happens at the time of assessment which is evident in the use of language such as pre-moderation and post-moderation practice. It critiques traditional moderation practices such as double marking, applying assessment criteria and standards and assigning marks and grades and argues that these practices don't do justice to the complexity of assessment. It calls for a whole of course approach to moderation based on a set of principles which encompass constructive alignment, a community of practice group, the subjective nature of assessment and a reflective quality improvement cycle.