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

Freeman, Mark, Willey, Keith, Hancock, Phil, Howieson, Bryan, Watty, Kim, Abraham, Anne, O'Connell, Brendan and De Lange, Paul 2012, Using technology to improve peer review and collaborative conversations to benchmark academic standards, in FIE 2012 : Soaring to New Heights in Engineering Education : Proceedings of the 2012 Frontiers in Education Conference, IEEE, Piscataway, N.J., pp. 1-6, doi: 10.1109/FIE.2012.6462402.

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Title Using technology to improve peer review and collaborative conversations to benchmark academic standards
Author(s) Freeman, Mark
Willey, Keith
Hancock, Phil
Howieson, Bryan
Watty, Kim
Abraham, Anne
O'Connell, Brendan
De Lange, Paul
Conference name Frontiers in Education. Conference (2012 : Seattle, Washington)
Conference location Seattle, Washington
Conference dates 3-6 Oct. 2012
Title of proceedings FIE 2012 : Soaring to New Heights in Engineering Education : Proceedings of the 2012 Frontiers in Education Conference
Publication date 2012
Start page 1
End page 6
Total pages 6
Publisher IEEE
Place of publication Piscataway, N.J.
Keyword(s) academic standards
benchmarking
peer review
self and peer assessment
Social Sciences
Science & Technology
Technology
Education, Scientific Disciplines
Engineering, Electrical & Electronic
Education & Educational Research
Engineering
MARKING
Summary 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. © 2012 IEEE.
ISBN 9781467313513
ISSN 1539-4565
Language eng
DOI 10.1109/FIE.2012.6462402
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2012, IEEE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30077549

Document type: Conference Paper
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
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