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Evaluation Theory and Peer Review. Practice, Policy and Research Implications

Godfrey, D; (2020) Evaluation Theory and Peer Review. Practice, Policy and Research Implications. In: Godfrey, D, (ed.) School Peer Review for Educational Improvement and Accountability: Theory, Practice and Policy Implications. (pp. 269-289). Springer: Cham, Switzerland.

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Abstract

This chapter compares and contrasts ten models of peer review and six countries described in the earlier chapters of this book, using a conceptual framework that looks at use, methodology and values underlying their evaluation theories. Following this analysis, the chapter outlines how peer review plays a particularly strong role in the leadership development of those who participate in them. The issue of trust as a mediating factor for peer review participation and success is explored. The ability of peer review cooperation to build collective efficacy and therefore increase student attainment is also briefly outlined. Finally, different network level configurations that surround peer reviews, and the effects of these variations, are explored. The findings have implications for policy makers; school leaders and researchers working in this field.

Type: Book chapter
Title: Evaluation Theory and Peer Review. Practice, Policy and Research Implications
ISBN-13: 978-3-030-48129-2
DOI: 10.1007/978-3-030-48130-8_13
Publisher version: https://doi.org/10.1007/978-3-030-48130-8_13
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10111791
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