Peer Review Impact Analysis Report - Peer Review in European VET

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Peer Review Impact Analysis Report 44Attitude of staff towards Peer ReviewFor Experience of Peer Review cf. also B (this can also be a result of how and how much people wereable to get involved)Distinguish between management (chief of department/principal), QA staff, other staff (and students)• What were the expectations of and attitudes towards Peer Review (before/during/after the process)?• Degree of approval/disapproval• Degree of apprehension• Degree of anticipation (curiosity)“Politics” and conflicts between staff hindering the utilisation of the PR-feedback• Extent to which hidden conflicts, struggling parties and diverse “politics” in the VET institution exist, esp.with regard to the topics dealt with in the Peer ReviewAmount and scope of other quality initiativesAs background information. If there are many other initiatives this might have an effect on the use ofthe Peer Review findings: probably reinforcing if results are similar to other evaluation results or onthe contrary preventing use if there are too many different activities with different targets and topicsgoing on at the same time.Thus, we also need to take into account other initiatives in determining the effects of Peer Review. Insome instances it will not be easy to separate Peer Review from other quality activities.E Feedback use and learning from Peer ReviewPhase4 Peer ReviewInstrumental use of results• Implementation of improvements• Extent to which the PR-feedback led to the formulation and planning of improvement actions• e.g. Peer Review findings and recommendations considered in review and planning;specific objectives and targets have been introduced in the school planning following the PRRecommendation• Extent to which the Peer Review feedback led to the implementation of improvement actionsOther uses (process use, conceptual use, informal mutual learning)• Kinds of uses• Eye-openers• Better understanding• New ideas• Personal change• Arease.g. (not exhaustive)• concerning learning and teaching• quality management and evaluationGutknecht-Gmeiner 2010Peer Review Impact2009-1-FI1-LEO05-01584
Peer Review Impact Analysis Report 45• VET management• Gender mainstreaming and equal opportunities• intercultural European exchange• personal and professional development• Implementation• Extent of personal transfer into (daily) practice• Extent of institutional implementationF EffectsPhase4 Peer Review• Improvements in the quality areas chosen• The objectives linked to the Peer Review Recommendation have been implemented in theschool or during work-based learning• The objectives linked to the Peer Review Recommendation have been assessed and producedan impact on... (teachers behaviours and attitudes; pupils behaviours, attitudes, learningachievement, etc.....)• Improvements in other areas (see above)• Other positive effects• e.g. new contacts• new cooperation• internationalisationFurther use of Peer Review e.g.• Conduct of further (national) Peer Reviews• Peer Training of staff• Staff members involved in Peer Review of other organisations as Peers (national and transnationalPeer Reviews• Establishment a permanent cooperation (or network) on Peer Review• Peer Reviews as a part of the systematic quality assurance/management system• Negative effects• Unintended effectsGutknecht-Gmeiner 2010Peer Review Impact2009-1-FI1-LEO05-01584
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Peer Review Impact Analysis Report - Peer Review in European VET

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