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:

  1. 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.
  2. 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.
  3. Reviewers should use a set of criteria or template that has been previously shared with the instructor.
  4. 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.
  5. The reviewers will submit their reports to the instructor and the Head..

C. Potential Criteria for Peer Review Observation:

Organization/Structure:

  • of course
  • of an individual class
  • use of space, comfort, learning environment

Learning Goals/Outcomes:

  • 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

Content:

  • quality of materials – currency, relevancy, appropriate level
  • volume of material

Indicators of Student Involvement and Engagement:

  • attendance, participation, note-taking, inappropriate behavior

Teaching Strategies:

  • matches content and objectives
  • variety
  • effective delivery
  • opportunity for active learning
  • promotion of critical thinking

Evaluation/Assessment:

  • fair and appropriate cognitive challenge
  • matches learning objectives
  • frequent feedback

Open Stem:

  • Describe aspects of the class that were particularly effective/ineffective.