Higher education (HE) quality assurance (QA) and regulatory agencies across the globe are communicating the importance of external assessment of student learning outcomes when comparing degree standards. This global focus is about securing public confidence in the value of higher education to students and their families by providing them with choices on what and where to study so that they can secure employment outcomes. The onus is on HE institutions being able to demonstrate an evidence-based approach to course quality, through external referencing and peer review (AQA, 2013; QAA, 2016; TEQSA, 2015). Regular external referencing activity raises an important sector challenge about sustainability, cost effectiveness, efficiency, and security. This paper will focus on the assessment of student learning outcomes through external peer review of accredited courses of study, with an overview of activities in the United Kingdom (UK), New Zealand and Australia. One Australian study (ERoS, 2016) found that it would cost between $1,100-$1,400 for each academic undertaking external peer review through email. This paper will also provide an overview of a ‘proof of concept’ approach in establishing a national support mechanism in peer review, and road testing the online Peer Review Portal which costs $90+GST per review project.

Item Type:	Refereed Conference Paper
Keywords:	peer review, assessment, calibration, academic standards, learning outcomes
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy theory and development
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Booth, S (Dr Sara Booth)
ID Code:	124035
Year Published:	2017
Deposited By:	Curriculum and Academic Development
Deposited On:	2018-02-07
Last Modified:	2018-07-18
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