These websites and written resources may help faculty in self-assessment of their teaching as well as in formative and summative peer evaluation of teaching.
The Peer Collaboration and Review of Teaching by Pat Hutchings
This essay, from a leading scholar in peer evaluation and the scholarship of teaching and learning, outlines the role faculty play in evaluating college and university teaching. Hutchings? claim is that ?there are substantive aspects of teaching that only faculty can judge and assist each other with. Currency in the field is an obvious example, the setting of appropriate standards for student work, another.? Peer review of teaching is also important, she argues, ?because teaching entails learning from experience, which is difficult to do without colleagues?. Faculty can help one another step back and see more clearly, and therefore learn from, their own teaching practice in a variety of ways?.Third, and perhaps most important, peer review puts faculty in charge of the quality of their work as teachers.?
Peer Review of Teaching
Center for Teaching and Learning Services, University of Minnesota - Twin Cities
This site contains resources on peer observation and review, with many guides and worksheets for classroom observation. Much of this material is for formative assessment.
Peer Review of Teaching Project
University of Nebraska-Lincoln
A large site with many examples of types of portfolios for peer review. This project "provides faculty with a structured and practical model that combines inquiry into the intellectual work of a course, careful investigation of student understanding and performance, and faculty reflection on teaching effectiveness."
Review of Teaching
Center for Instructional Development and Research (CIDR), University of Washington
This site discusses formative and summative evaluation of teaching, with characteristics of each.
Peer Review of Teaching
University of Wisconsin-Madison
This site explains the processes of preparing for a peer review, preparing to review a peer's teaching, and designing a program for peer review of teaching.
Suggested Principles and Guidelines for the Peer Review of Teaching
University of British Columbia
Reasons for, and effective practices in, peer evaluation of teaching. This site emphasizes formative rather than summative peer review.
Peer Review of Teaching
North Carolina State University
This well-organized site contains details definitions, procedures, and best practices, including a section on summative review, partially based on the work of Peter Seldin.
Peer Observation and Assessment of Teaching
University of Albany
A large site with detailed explanations of formative and summative review, with ways of maximizing the fairness and usefulness of summative peer review.
Preparing for Peer Observation: A Guidebook
University of Texas
This site covers key issues in peer observation of teaching, its use in formative and summative assessment, and observation worksheets. Also see the section on summative evaluation.
Report of the Task Force on Assessing and Improving Teaching and Learning at Indiana State University
Citing Cohen and McKeachie, (Cohen, P. and McKeachie, W. . The role of colleagues in the evaluation of college teaching. Improving College and University Teaching, 28, 147-54), this report asserts that peers can reliably evaluate:
- Mastery and selection of course content
- Course organization
- Appropriateness of course objectives, materials (e.g., textbooks, readings, media), and evaluation (e.g. exams, reports, assignments)
- Appropriateness of methodology used to teach specific content areas
- Commitment to teaching and concern for student learning
- Student achievement
- Support of departmental instructional efforts
Materials available in CELT Library:
Arreola, R. A. (1995). Developing a Comprehensive Faculty Evaluation System. Bolton, MA: Anker.
Faculty evaluation can provide feedback for self-improvement or data for personnel decisions as long as data are relevant and reliable. Definition and weighing of ?observable or documentable? faculty roles must be carefully determined.
Bernstein, D. et al. (2006). Making Teaching and Learning Visible. Bolton, MA: Anker.
This volume presents the case for portfolios in assessing faculty achievement. Chapter 5 outlines recommendations for formative and summative evaluation of portfolios by external reviewers.
Chism, N. (2007). Peer Review of Teaching: A Sourcebook, 2nd ed. Bolton, MA: Anker.
This book treats rationales and approaches to peer review, emphasizing professional leadership as well as goals and resources.
Journal on Excellence in College Teaching6 (3), 1995.
Several articles on designing and using peer evaluation in assessing college and university teaching.