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Peer Review of Teaching: WHY? HOW? and WHO has the time to do it with me?

Peer Review of Teaching: WHY? HOW? and WHO has the time to do it with me?. ‘Cross-institutional peer-marking – Benchmarking assessment styles from Southern Cross University and University of Canberra’ Matt Muskat, Assistant Professor in Management, UC. Benchmarking assessment styles – the task.

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Peer Review of Teaching: WHY? HOW? and WHO has the time to do it with me?

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  1. Peer Review of Teaching: WHY? HOW? and WHO has the time to do it with me? • ‘Cross-institutional peer-marking – Benchmarking assessment styles from Southern Cross University and University of Canberra’ • Matt Muskat, Assistant Professor in Management, UC

  2. Benchmarking assessment styles – the task • “ […] select 3 pieces of student work (for the same assignment) chosen to represent one fail, one pass and one credit/distinction –   • de-identify them and remove the mark • send them to your equivalent at SCU, who will also send you three items • blind mark each other’s items • discuss the outcomes and any variation in standards.” The units to be compared were UC’s 6357 Introduction to Marketing and SCU’s Marketing Principles MKT00075. The group assignments marked were Marketing Plans, assignments of more than 20 pages length, due at the end of the semester.

  3. Benchmarking assessment styles –applying different marking rubrics • Different scope (to be benchmarked) • Different style (a technicality)

  4. Benchmarking assessment styles –the findings • Different scope (to be benchmarked) • Which is the best overall scope for a specific unit’s assignment? • What to assess with which weighting • A benchmarking project can be undertaken to find best practices here • Different style (a technicality) • Even the way the marking rubric itself is constructed (Excel vs. Word) leads to different allocations of marks • More systematic at SCU, less involvement of lecturer • More flexible at UC, allowing marking the bigger picture

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