Moderation and the primary school context

Adams, Paul and Anderson, Jemima (2019) Moderation and the primary school context. Education 3-13, 47 (1). pp. 1-17. ISSN 0300-4279

[thumbnail of Adams-Anderson-Education3-13-2017-Moderation-and-the-primary-school-context]
Text (Adams-Anderson-Education3-13-2017-Moderation-and-the-primary-school-context)
Accepted Author Manuscript

Download (963kB)| Preview


    This study presents an examination of the enactment of moderation in a Scottish primary school. The study investigated how an individual school made sense of moderation. Documentary evidence was gathered providing an in-depth understanding of both moderation and the wider context of the school. Audio recordings of three moderation meetings provided data on moderation enactment. Unstructured, semi-structured and focus group interviews captured the views of all participants involved in moderation. Moderation was viewed positively, understood as a social process enhancing collegiality and curriculum improvement. Finally, a typology for moderation is proposed.

    ORCID iDs

    Adams, Paul ORCID logoORCID: and Anderson, Jemima;