Summative Peer Review
A. Goals of Summative Peer Review
- To assess a faculty member’s abilities as an instructor in order to maintain institutional standards.
- To assess a faculty member’s abilities as an instructor for the purpose of promotion.
- To diversify the course evaluation process beyond the student evaluation questionnaire.
B. Summative Peer Review Process Suggestions:
- The Head and the Instructor will agree on the observers. In some cases, a department may wish to identify 2 Peer Reviewers for an academic term or year and this would count as faculty service.
- Ideally, 2 reviewers would review 2 lessons, using the pre-conference, observation and post conference cycle that is indicated in the formative process.
*Note: Most reviewers observe an upper and a lower level class, however it may be more useful to see the same class twice. Also, if the instructor has been using the formative process or has been reviewed recently, a department may decide to only require one current observation.
- Reviewers should use a set of criteria or template that has been previously shared with the instructor.
- During the post-conference, information will be shared on the data gathered and the instructor will be given time to reflect and add any additional analysis.
- The reviewers will submit their reports to the instructor and the Head..
C. Potential Criteria for Peer Review Observation:
- of course
- of an individual class
- use of space, comfort, learning environment
- appropriate for course, students
- acceptable academic rigor
- communicated clear, high expectations
Communication & Interaction:
- with students
- rapport, respect
- questioning and responding
- demonstrates enthusiasm
- responsive to student questions and suggestions
- quality of materials – currency, relevancy, appropriate level
- volume of material
Indicators of Student Involvement and Engagement:
- attendance, participation, note-taking, inappropriate behavior
- matches content and objectives
- effective delivery
- opportunity for active learning
- promotion of critical thinking
- fair and appropriate cognitive challenge
- matches learning objectives
- frequent feedback
- Describe aspects of the class that were particularly effective/ineffective.