Moderating is a process for checking and reviewing our assessment processes to ensure the quality of our learning and teaching. It's about making sure our assessment practices are valid, reliable, fair and consistent, not only for students but also staff and external stakeholders. Assessment will always involve our professional judgment, and moderation helps us feel confident that our judgments align with CSU policies, external or accrediting standards and with our peers in our course or discipline teams.
The CSU Moderation policy sets out three phases of moderation:
A User Guide for the Online Modertation System can be found in this Thinkspace site (Note: you may be asked to log in.)
School and Faculty Assessment Committees play an important role in moderating assessment practices. In particular, rather than being primarily concerned with the outcome of the assessment process, as reflected by the grade distribution within each subject, School and Faculty Assessment Committees are expected to scrutinise subjects in terms of their assessment design, assessment and moderation processes and the outcomes of those processes. The focus is on ensuring that subjects are able to demonstrate a criterion referenced and standards based assessment design, validated through peer review, and implemented in a fair and consistent way for all cohorts.
All this moderation activity is then reported to Academic Senate, and these records help fulfil our obligations under TEQSA and the Higher Education Standards Framework (Threshold Standards) 2011. It's important to remember, that while records need to be maintained to demonstrate what we are doing, the 'doing' should be our focus; the comparisons, learning and quality improvements that come about through moderating our assessments and learning materials ensures that CSU qualifications remain valued by students, employers and industry alike.