A Peer Review Process for Classroom Teaching

Abstract

Objective. Describe the planning, implementation, and faculty perceptions of a classroom peer-review process, including an evaluation tool. Design. A process for peer evaluation of classroom teaching and its evaluation tool were developed and implemented by a volunteer faculty committee within our department. At the end of the year, all faculty members were asked to complete an online anonymous survey to evaluate the experience. Assessment. The majority of faculty members either agreed or strongly agreed that the overall evaluation process was beneficial for both evaluators and for those being evaluated. Some areas of improvement related to the process and its evaluation tool also were identified. Summary. The process of developing and implementing a peer-evaluation process for classroom teaching was found to be beneficial for faculty members, and the survey results affirmed the need and continuation of such a process.

Impact and Attitudes about Peer Review of Teaching in a Canadian Pharmacy School

“…While student evaluations are the most common form of teaching assessment in pharmacy schools, peer review of teaching has become widespread and offers many benefits such as the promotion of more reflective teaching practices. 1,4,9 Our peer review of teaching program involved single classroom observations performed by one of a three-member peer review team, similar in scope to the program described by Sullivan et al, followed by feedback provided through a standardized tool that included rating scales and written comments, similar to the template described by Davis and domains described by Wellein et al 6,7,11 Our evaluation of the impact of our peer review program on teaching practices and perception identified three key findings.…”

“…At the time of study completion, one and a half years after introduction of the peer review program, 34 instructors had been reviewed including faculty (19), teaching staff (3), adjunct faculty (6), and sessional instructors (6). A survey was sent via email to all instructors who had participated in the peer review, and was completed by 26 of 34 eligible instructors for a response rate of 76%.…”

“…Anecdotally, the three members of the peer review team found that the opportunity to observe other instructors in the classroom was highly beneficial, as has been reported by other research teams, so extending this opportunity to additional individuals may be of value and seen as a development opportunity. 5,6 Adoption of peer review pairs (using a reciprocal process with the observer and observee) has been suggested in the literature, as has the use of a cross-disciplinary reviewers that can focus more on pedagogy than content. 2,10 Finally, the School of Pharmacy will clarify whether the review is to be used for formative or summative purposes.…”

“…9 Many models have emerged for peer review of teaching. 2,3,5,6,7,9,10,11,12,13,14,15,16,17,18,19,20 The following variations are all described in the literature: classroom observation alone (may be a single visit or multiple visits), or a more comprehensive review of materials including student work, assessment, and syllabi; feedback tools may include simple checklists, rating scales, written feedback, and/or verbal feedback; reviewers may or may not receive specialized training; reviewers may consist of a small group of individuals chosen for the task or pairs that agree or are selected to conduct reciprocal reviews; and pre-and/or post-observation meetings may be included. Given this variation, it is not clear that benefits attributed to peer review are generalizable in all contexts.…”

“…1,2,3,4 Reviewers have an opportunity to observe others in the classroom and consider modifications to their own teaching practices. 5,6 Furthermore, a comprehensive assessment of teaching that is used as part of merit review or for tenure and promotion process must include multiple evaluations from several sources, including students, administrators, peers, and self. 7,8,9 Thus, while peer review of teaching is intended to be used for formative purposes, it can A J P E A c c e p t e d D r a f t also form a component of faculty evaluations and its inclusion been reported by many American pharmacy schools.…”