1. Developing teaching and learning standards in a new regulatory environment Elizabeth Deane, Kerri-Lee Krause and Geoff Scott University of Western Sydney, Australia

2. The international context Global focus on demonstrating benchmarked achievement of student learning outcomes: AHELO; EU Tuning; Qualifications Frameworks; Exit testing; Moderation/External examination Increasing accountability for quality and relevance of student learning experience: Government oversight; regulation/registration and funding; Surveys Counter drivers of research based rankings and global competiveness of Universities; Private providers

3. Standards = ? The language and complexity of standards: Contentious Defined by discipline The concept of “threshold” Teaching versus Learning Standards Inputs: course design; learner support and resource provisions; teacher skills and quality Outcomes: level of attainment of skills + knowledge +.. (assessment and grading)

4. Qualifications Frameworks, Registration and Regulation QFs: Defines learning expectations for level of award; move to international alignments (already exist in some professions); facilitate broad benchmarking Registration and Regulation: Defines operating parameters; levels of investment, infrastructure and support; policy and process frameworks for educational quality. Substantial powers

5. The Australian context New Australian Qualifications Framework (AQF) Ten levels defined by Learning Outcomes and Volume (=) Duration of Learning Establishment of Tertiary Education Quality and Standards Agency “replaces” Australian Universities Quality Agency Regulator versus Reviewer TEQSA regulates using: a standards-based quality framework, and; under principles relating to regulatory necessity, risk and proportionality

6. Higher Education Standards Developed by HE Standards Panel who advise Minister and TEQSA From former National Protocols for Higher Education Approval Processes and the AQF The Threshold Standards consist of: Provider Registration Standards Provider Category Standards Provider Course Accreditation Standards * (descriptors relate to T&L) Qualification Standards (AQF). Plus ‘Non-Threshold’ Standards (still evolving): Teaching and Learning Standards Research Standards Information Standards.

7. The project Funded by the Office of Learning and Teaching (OLT); Eleven Australian Universities; Aligned with ambitions and ambiguities of Teaching and Learning Standards; Based on inter-institution, discipline based peer-review across twelve discipline areas, including creative arts; Contextualised in subject (s0metimes program) learning outcomes material, discipline expectations and assessment rubrics

8. The process High commonality final year subjects identified Materials from “home” uni collected and sent to discipline reviewers in two partners Materials included: – four de-identified and cleaned assessment artefacts in each grade band; – Subject outlines, all assessment tasks, marking criteria and if available program level outcome expectations Responses required: – Remarked assessments; comments on suitability/validity

9. The findings Broad agreement on grades Analysis of subject materials and levels of agreement on: – Appropriateness of curriculum content 89.4% – Relationship assessment to LO 76.5% – Assessment to program LOs 63.5% – Explanation of grade expectations to students 54.1% – Clarity grading guidelines 68.3% – Suitability of tasks 84.6%

10. Participants perspectives Feedback collected from reviewers regarding overall process; written comments during process and follow up focus groups – Positive benefits in seeing what others are doing; getting to know discipline expectations and previously unknown peers; – Professional development and validation; – Diversity is good!

11. Implications Peer review that works and has value add for participants is characterised by: – Targeted to final year agreed “common” subjects – Blinded of student and comment details – Sampled at grades – Contextualised in discipline and institutional expectations of learning outcomes** Could be managed as cyclical process to minimise academic burden Would satisfy HE Standards expectations