The aim of moderation of assessment is to ensure that assessment is fair,

reliable and valid (ALTC, 2012). Moderation of assessment is the process of

ensuring that marks or grades awarded are appropriate and consistent for all
students, and that every student receives fair treatment in regards to
assessment processes (Curtin University, 2015; The University of Sydney,
2012).
Moderation involves reviewing assessment schemes and items, to help markers
align their marking standards with those of other markers (The University of
Sydney, 2012). Moderation is successful when it is collaborative, involves
communication among assessors, and provides constructive feedback and
professional support (The University of Sydney, 2012). The benefits of
moderation include preventing individual marker bias, improving reliability and
staff development, students gaining confidence in marking, and a maintenance
of academic standards (Centre for learning and development, 2012).
References
ALTC. (2012). Moderation Checklist. Retrieved from
http://resource.unisa.edu.au/course/view.php?id=285&topic=1
Centre for learning and development. (2012). Moderation of assessment
in higher education: A literature review. Retrieved from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0019/504253/Modera
tion-of-assessment-in-higher-education-A-literature-review.pdf
Curtin University. (2015). Moderation. Retrieved from
http://clt.curtin.edu.au/teaching_learning_practice/assessment/moderati
on.cfm
The University of Sydney. (2012). Moderation of assessments. Retrieved
from https://sydney.edu.au/educationportfolio/ei/assessmentresources/pdf/moderationofassessmentspdf.pdf