Peer review of assessment network: supporting comparability of standards

<p><strong>Purpose:</strong> This study was designed to test the need in the Australian higher education sector for a national network for the peer review of assessment in response to the proposed Higher Education Standards Framework and proposes a sector-wide framework for calibrating and assuring achievement standards both within, and across, disciplines through the establishment of a peer review of assessment network (PRAN).</p> <p><strong>Design/methodology/approach:</strong> This study used a ‘proof of concept’ approach to test the need for a national network, using consultations (<i>n</i> = 67) which included teleconference meetings [39], face-to-face meetings [2], Skype [1], presentations [19], State-based workshops [6] and a national forum. Quantitative data from evaluation surveys from State-based workshops and national forum were computer-analysed to generate descriptive statistics. Qualitative data arising from open-ended questionnaire responses were analysed through progressive categorisation and data coding designed to identify and refine data themes.</p> <p><strong>Findings:</strong> 63% of participants to the State-based workshops were satisfied with the workshop content. A further 29% reported a high level of satisfaction. The interactive group discussions fostered a collaborative approach and facilitated engagement with the workshop content. 58% of participants to the national forum were satisfied with the Forum, with a further 40% reporting a high level of satisfaction. Participants indicated that presentation content was informative and covered a diverse range of topics and viewpoints highly relevant to the current clime across the HE sector.</p> <p><strong>Practical implications:</strong> Many participants strongly supported the establishment of a national PRAN, with overwhelming support (88%) for the Forum to be made an annual event.</p> <p><strong>Originality/value:</strong> This study contributes to existing literature and provides further evidence for the value of networks in the peer review of assessment to support academics in professional learning and calibration exercises.</p>