Lyn Lennig's Profile

Criteria for Peer Evaluation

Before the peer review is conducted, the reviewer and the reviewee should discuss the process and understand their respective roles in the review in accordance with the relevant standards and institutional, college and departmental policies.

For best practice, it is recommended that information on the candidate's teaching be gathered from two different people before a major decision is made. It is suggested that each reviewer should observe classroom performance on two different occasions for each evaluation. Over time, it is also preferred if information is gathered on teaching at various course levels.

The appendices provide guidance about the dimensions and factors that might be considered for a peer review of teaching. Academic units should review the University Standards for Promotion and Tenure on teaching ability and performance and in particular Table II - Evaluation of Teaching. The Table identifies teaching roles, aspects to be assessed and items and activities to be reviewed. Peer evaluation should embrace the various aspects of teaching including the criteria listed below. All peer evaluations will culminate in a written assessment. As a minimum, criteria to be evaluated should include:

1. review of classroom performance

2. quality of examinations

3. course outlines and course materials

4. syllabi

5. reading materials

6. reading lists

7. laboratory manuals

8. workbooks

9. classroom assignments.

WHAT ASSESSMENT METHODS SHOULD BE USED BY FACULTY
FOR THE PURPOSE OF INSTRUCTIONAL IMPROVEMENT?




A number of methods have been employed in formative
peer evaluation. They include direct classroom
observation, videotaping of classes, evaluation of course
materials, an assessment of instructor evaluation of the
academic work of students, and analysis of teaching
portfolios. Hart has identified six instructional events
occurring during delivery that should be critiqued by
knowledgeable colleagues:





1. The place where and the time when classes are
   taught and other physical factors affecting
   delivery;
2. The procedures used by the teacher in conducting
   the class;
3. The teacher's use of language to inform, explain,
   persuade, and motivate, and the language students
   use in responding and reacting to the teacher;
4. The roles played by teacher and students as they
   interact;
5. The relationship of what is occurring in a
   particular class to other classes, disciplines,
   and the curriculum in general; and
6. The outcomes of teaching, as reflected in student
   learning (1987).





Videotaping of classes should be employed for its
unique potential in improving teaching: validating
feedback from other sources (Perlberg 1983), documenting
and preserving the strengths of teachers, identifying
weaknesses, and comparing teaching at different points in
teachers' careers (Lichty and Peterson 1979). In
formative peer evaluation, video playback/feedback should
be considered more than an alternative to classroom
observation.