Using technology to improve peer review and collaborative conversations to benchmark academic standards
Date
2012
Authors
Freeman, M.
Willey, K.
Hancock, P.
Howieson, B.
Watty, K.
Abraham, A.
O'Connell, B.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings of the ASEE/IEEE 42nd Annual Frontiers in Education Conference, FIE, 2012; pp.1-6
Statement of Responsibility
Mark Freeman, Keith Willey, Phil Hancock, Bryan Howieson, Kim Watty, Anne Abraham, Brendan O'Connell, Paul De Lange
Conference Name
Frontiers in Education Conference (42nd : 2012 : Seattle, Washington, U.S.A.)
Abstract
In 2010 the Australian government commissioned the Australian Learning and Teaching Council (ALTC) to undertake a national project to facilitate disciplinary development of threshold learning standards. The aim was to lay the foundation for all higher education providers to demonstrate to the new national higher education regulator, the Tertiary Education Quality and Standards Agency (TEQSA), that graduates achieved or exceeded minimum academic standards. Through a yearlong consultative process, representatives of employers, professional bodies, academics and students, developed learning standards applying to any Australian higher education provider. Willey and Gardner reported using a software tool, SPARKPLUS, in calibrating academic standards amongst teaching staff in large classes. In this paper, we investigate the effectiveness of this technology to promote calibrated understandings with the national accounting learning standards. We found that integrating the software with a purposely designed activity provided significant efficiencies in calibrating understandings about learning standards, developed expertise and a better understanding of what is required to meet these standards and how best to demonstrate them. The software and supporting calibration and assessment process can be adopted by other disciplines, including engineering, seeking to provide direct evidence about performance against learning standards.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
©2012 IEEE