Using technology to improve peer review and collaborative conversations to benchmark academic standards

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dc.contributor.authorFreeman, M.
dc.contributor.authorWilley, K.
dc.contributor.authorHancock, P.
dc.contributor.authorHowieson, B.
dc.contributor.authorWatty, K.
dc.contributor.authorAbraham, A.
dc.contributor.authorO'Connell, B.
dc.contributor.conferenceFrontiers in Education Conference (42nd : 2012 : Seattle, Washington, U.S.A.)
dc.date.issued2012
dc.description.abstractIn 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.
dc.description.statementofresponsibilityMark Freeman, Keith Willey, Phil Hancock, Bryan Howieson, Kim Watty, Anne Abraham, Brendan O'Connell, Paul De Lange
dc.identifier.citationProceedings of the ASEE/IEEE 42nd Annual Frontiers in Education Conference, FIE, 2012; pp.1-6
dc.identifier.doi10.1109/FIE.2012.6462402
dc.identifier.isbn9781467313520
dc.identifier.issn1539-4565
dc.identifier.orcidHowieson, B. [0000-0002-8162-7512]
dc.identifier.urihttp://hdl.handle.net/2440/77293
dc.language.isoen
dc.publisherIEEE
dc.publisher.placeUSA
dc.relation.ispartofseriesFrontiers in Education Conference
dc.rights©2012 IEEE
dc.source.urihttps://doi.org/10.1109/fie.2012.6462402
dc.subjectacademic standards
dc.subjectbenchmarking
dc.subjectpeer review
dc.subjectself and peer assessment
dc.titleUsing technology to improve peer review and collaborative conversations to benchmark academic standards
dc.typeConference paper
pubs.publication-statusPublished

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