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dc.contributor.authorThuraisingam, T.
dc.contributor.authorSanderson, G.
dc.contributor.authorMahmud, S.
dc.contributor.authorYeo, S.
dc.contributor.authorBriguglio, Carmela
dc.contributor.authorWallace, M.
dc.contributor.authorHukam Singh, P.
dc.contributor.editorGavin Sanderson
dc.identifier.citationThuraisingam, Thavamalar & Hukam Singh, Parvinder Kaur and Sanderson, Gavin and Mahmud, Saadia and Yeo, Shelley and Briguglio, Carmela and Wallace, Michelle. 2010. An Activity Theory Approach to Moderation for Fair Assessment in Transnational Education, in Gavin Sanderson (ed), The Third Asia Pacific Educational Research Association Conference, Nov 29 2010, pp. 1-15. Swinburne University Kuching, Sarawak, Malaysia: Australian Learning & Teaching Council.

This paper presents research from an Australian Learning and Teaching Council (ALTC) priority project which focuses on the assessment moderation practices between Australian and transnational partner universities. This paper addresses the challenges faced by transnational academic staff in ensuring comparable assessment standards. The data illuminates many issues of culture, language, relationships, trust, power and control. Using activity theory and its principles of contradictions, these issues are analyzed in terms of Engestrom's expanded mediated triangle. The components of subject, mediating tools, objects, rules, community and division of labor are interconnected and in constant dynamic interaction emphasizing the social and contextualized nature of moderation practices and policies. Systemic tensions are bound to emerge between and among these components. This paper sets out to identify these systemic tensions or contradictions for their heuristic value andpotential as the driving force for change, indicating points of intervention to improve assessment moderation practices and policies. Among the three indicated contradiction triads, some fundamental secondary contradictions exist between subject-community-object, subject-mediating tools-object and subject-division of labor-object. These help identify the weaknesses in the existing collaborative pattern, lack of efficacy of the mediating tools for ignoring the 'culture of use' of the tools anda clear understanding of roles and responsibilities on the ground.

dc.publisherAustralian Learning & Teaching Council
dc.subjecttransnational education - assessment moderation - activity theory
dc.titleAn Activity Theory Approach to Moderation for Fair Assessment in Transnational Education
dc.typeConference Paper
dcterms.source.titleAustralian Learning & Teaching Council -Learning Without Borders Symposium - Kuching, Malaysia
dcterms.source.seriesAustralian Learning & Teaching Council -Learning Without Borders Symposium - Kuching, Malaysia
dcterms.source.conferenceThe Third Asia Pacific Educational Research Association Conference
dcterms.source.conference-start-dateNov 29 2010
dcterms.source.conferencelocationSwinburne University Kuching, Sarawak, Malaysia
dcterms.source.placeLevel 14, 300 Elizabeth Street, Surry Hills, Sydney NSW 2010
curtin.accessStatusOpen access
curtin.facultyFaculty Support Unit
curtin.facultyEngineering & Science

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