Examining how moderation is enacted within an assessment policy reform initiative: You just have to learn how to see

In 2008, the new Labor Government in Australia has introduced plans for a National Curriculum in mathematics, science, history and English in primary and secondary schools to be implemented in 2011 and extended to involve geography and languages other than English in a second phase. The intention is to establish a standards-referenced framework to "invigorate a national effort to improve student learning in the selected subjects" (National Curriculum Board, 2008: 3). In 2007 states and territories in Australia developed individual approaches to the use of standards in the implementation of curriculum, assessment and reporting. The latter involves schools to report using A-E grades that is consistent with the Federal government's requirement. This paper reports on a four year Australian Research Council Linkagei project, being conducted in the Australian State of Queensland. The major industry partner for this project is the Queensland Studies Authority (QSA). The intent of such partnerships is for research, conducted by academics in liaison with policy officers, to inform policy development. Too often policy officers have to 'grasp the complex remit quickly and take action' (Saunders, 2005) without the benefits of policy-related research. The findings from this study are being used developmentally to inform and influence the policy environment, particular assessment initiatives and practices