Peer Review of Teaching
Some questions about teaching are better asked of students and others are better asked of peers. Peers, however, are a vital source of information about the quality of planning and preparation for teaching.
Peer Review Proforma
The Guidelines for Formal One-on-One Peer review webpage offers some for guidelines for those conducting a Formal One-On-One Peer Review. There is no proforma for
There is a Suggested procedure for conducting a peer review that can be downloaded in a PDF format to guide you through a peer review
What constitutes Peer Review of Teaching?
Essentially, peer review is an intentional process of gathering
information and evidence about the effectiveness of the
teaching/learning process and the educational environment
with a view to subjecting it to constructive critical scrutiny.
The purposes include providing assurance that students are
able to achieve what the course requires them to achieve
and to improve teaching practices. Peers offer the capacity
to critically review and improve and enhance teaching. Seeking
and providing constructive critical peer feedback about
teaching should be regarded as a fundamental aspect of the
academic role. Peers are a valuable source of formative
feedback on whether intentions are achieved in lectures
and through the design of assessment. 
What can peers evaluate?
Peers are worthy commentators on:
- philosophy and approach to teaching
- presentation skills
- group work and facilitation skills
- course materials and resources
- assessment methods
- curriculum design, development and evaluation
- appropriateness of aims, objectives and content
- coordination and organisation
- familiarity and adherence to policies and regulations
- teaching outcomes
Gathering Data for Peer Review
Sources of data
- Teaching portfolio (teaching/ learning philosophy, evidence of achievements and scholarship)
- Details of materials and resources used in teaching and learning (course outlines, booklets, reading lists, assessment methods, print and non print resources and student evaluations)
- Observation of teaching in more than one session.
- Observation sample over a range of teaching activities (lectures, tutorials, practicals, bedside teaching).
- Focus groups with students.
Feedback from Observations
- Should be provided to staff immediately after any observation session.
- Given accordingly to jointly established criteria.
Focus groups
- Gain prior agreement from the person being reviewed
- Assure students that their participation will neither contribute to nor prejudice their assessment outcomes
- What is said will not be reported directly back to the teacher concerned but synthesized to indicate what requires attention.