Rethinking the moderation of student assessment in South African universities

Abstract

A conceptual analysis of the moderation of assessment exposed different and contested theoretical understandings and practical applications of the phenomenon in an international context. International literature also reveals that there is very strong support for a moderation system of continuous, social and consensus seeking moderation involving communities of moderation practice. In turn, a subsequent comparative document analysis of relevant South African national policy and guideline documents show that these documents might encourage institutional moderation systems that are relatively quantitative, structured, individualised, analytical and/or technical in nature. The implication is that South African higher education authorities and institutions such as universities of technology need to review and rethink their moderation of assessment policies and procedures.