Role of the Peer Reviewers

  • Peer Reviewers from two stations (one each) – preferably from the same linguistic region and those from stations that are similar to the station carrying out the self-assessment [broad categories may include, rural, urban, NGO, campus, KVKs, Agriculture Universities etc.] – would participate along with the station team in the SA&PR process. It may be an added advantage if the invited peers have prior orientation to CR-CIT and the SA&PR process.
  • It helps the Peers to know about the CR station doing the self-assessment–a profile of the CR, the vision/mission, objectives etc.
  • The peer reviewers could initiate the SA&PR process by going through the procedures with the station team so that there is a common understanding of what is involved. „„
  • After the station team has gone through all the questions in one parameter and noted down the responses, the peers respond to the same set of questions and express their views on each aspect of the parameter.
  • The idea would be to share their experiences with the self-assessing station and add new perspectives, where relevant, about the parameter.
  • The peers’ role is that of a ‘friend’ and co-learner, who are assisting the station in the process of a productive self-assessment. At the same time, they bring to the process, their own views and suggestions.
  • The peers refrain from acting as external evaluators. They are welcome to share ideas that would help in deciding the goalposts.
  • Peers may also not get into a self-evaluation mode. Giving examples from their own stations may be useful, however, if it is to suggest solutions or to contribute novel ideas.
  • Peer Reviewers facilitate the open discussion at the end of the process, leading to an outcome document. The outcome document could include the perceived strengths and weaknesses of the self-assessing station,
    experiences and learning of the peer stations, and a compilation of the goalposts.