Peer Review

 

Faculty who would like to supplement their IDEA Student Evaluations with a more evidence-based evaluation of their teaching effectiveness, should consider utilizing some form of peer review of teaching.There are several models available and we have pulled together some information to help you get started.

What is Peer Review of Teaching?

Peer review is evaluation, by colleagues or peers, of all teaching-related activities for either formative (for development) or summative (for personnel decision) purposes. Because there are different purposes for each type of evaluation, the processes may be conducted independently of each other. Components of either type of review may include course materials, student evaluations, teaching portfolios, documentation of teaching philosophy, teacher self-assessments, classroom observations, and other activities that may be appropriate to a discipline.1 A trend is growing toward colleagues' helping each other improve their teaching abilities.(Full article: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2384183/)

Peer Review of Teaching Handbooks
CAFE Resources
Other Resources
Bibliography

Peer Review of Teaching Handbooks:

CAFE Resources:

Other Resources:

Bibliography:

Atkinson, D. J. & Bolt, S.  (2010).  Using teaching observations to reflect upon and improve teaching practice in higher education.  Journal of Scholarship of Teaching and Learning, 19(3), 1-19.

Bernstein, D. J. (2008, March/April).  Peer review and evaluation of the intellectual work of teaching.  Change, p. 48-51.

Blackmore, J. A. (2005).  A critical evaluation of peer review via teaching observation within higher education. International Journal of Education  Management, 19(3), 218-232.

Burns, Candace W.  (1998).  Peer Evaluation of Teaching Claims vs. Research.  [Washington D.C.]:  Distributed by ERIC Clearinghouse,  http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED421470

Carter, V. K. (2008, Spring).  Five steps to becoming a better peer reviewer.  College Teaching, 56(2), 85-88.

Cavanagh, R. R.  (1996, Summer).  Formative and summative evaluation in the faculty peer review of teaching.  Innovative Higher Education, 20(4), 235-243.

Chism, N. V.  (2007).  Peer review of teaching (2nd Ed.) .   Anker Publishing: Boston, MA.

Fernandez, C. E. & Y, J.  (2007).  Peer review of teaching.  Journal of Chiropractic Education, 21(2), 154-161

Goldstein, J.  (2007, May).  Easy to dance to: Solving problems of teacher evaluation with peer assistance and review.  American Journal of Education, 113(3), 479-506.

Hansen, S. D.  (2010, October).  Inviting observation.  Principal Leadership, 11(2), 52-56.

Hutchings, P.  (1996, Summer).  The peer review of teaching: Progress, issues and prospects.  Innovative Higher Education, 20(4), 221-234.

MacIsaac, D. L., Sawada, D., & Falconer, K. A. (2001). Using the reform teacher observation protocol (RTOP) as a catalyst for self-reflective change in secondary science teaching. In Developing and Utilizing an Observation Instrument to Define, 1uantify, Assess and Refine Reformed Teaching Practice in K–20 Science and Mathematics. Peer-reviewed poster and paper. American Education Research Association Division K.

O'Keefe, M., Lecouteur, A., Miller, J. & McGowan, U.  (2009).  The colleague development program: A multidisciplinary program of peer observation partnerships.  Medical Teacher, 31, 1060-1065.

Piburn, M., Sawada, D., Falconer, K., Turley, J. Benford, R., Bloom, I. (2000). Reformed teaching observation protocol (RTOP). ACEPT IN-003. The RTOP rubric form, training manual and reference manual containing statistical analyses, are all available from http://PhysicsEd.BuffaloState.Edu/AZTEC/rtop/RTOP_full/PDF/. IN-001 contains the RTOP rubric alone, IN-002 contains rubric and training manual, IN-003 adds the statistical analyses.

Shaughnessy, Michael F.  (1994).  Peer review of teaching.  [Washington, D.C.] :  Distributed by ERIC Clearinghouse,  http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED371689

 

 

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