Abstract

Peer review is viewed as a valid quality assurance mechanism in higher education. Peer review of teaching is common practice at universities in Australia. However, peer review of assessment is a relatively new innovation in tertiary education. Peer review of assessment in a Triad structure utilised data, via interviews with academics and students, to develop a peer review of assessment framework. This project was modelled on a Triad based peer review of teaching process at a major university in Brisbane Australia. A 10 question framework was used initially to facilitate conversations between assessors in a range of undergraduate courses (teacher education, business, visual arts, occupational therapy, outdoor education). The benefits for all stakeholders were widespread and significant, impacting students and assessors and provided a response to sector wide, national and international criticisms of tertiary assessment by students, who are driven by successful assessment experiences and shaped by the clarity of assessment rubrics.

Practitioner Notes

1. Using a peer review process of assessment in a Triad structure can facilitate the development of assessment literacies in academics and can potentially lead to a better assessment rubric for students and assessors in the business discipline 2. Using a Peer Review process of assessment in a Triad structure can lead to a more explicit and hence useful assessment rubric for students and assessors in the business discipline 3. Using a research based 10 question framework was undoubtedly useful in facilitating assessment conversations between academics in a business discipline 4. The process of developing assessment rubrics can be discipline specific due to the nature of the discipline and historically prevalent assessment practices in a business discipline 5. An explicit assessment rubric alone is not always sufficient to provide explicit guidance for business students and assessors alike

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