Documentation:Peer Review of Teaching Program - Information for Graduate Students
In this section of our website, you will find information about the CTLT Graduate Peer Review of Teaching Program (GPRT).
Peer review of teaching is a form of evaluation designed to provide feedback to instructors about their teaching.
Peers may evaluate the following elements of teaching:
- classroom teaching
- teaching materials (i.e. syllabi, assignments)
- feedback on student work
- instructor’s written statement of teaching philosophy
- self-assessment documentation such as a teaching portfolio; and
- comments from graduate students supervisees
Ideally, the peer review of teaching is a critically reflective and collaborative process in which the instructor under review works closely with a colleague or group of colleagues to discuss his or her teaching.
For information about Formative Peer Review of Teaching for faculty, see here.
For information about the Summative Peer Review of Teaching and the UBC Peer Review of Teaching Initiative, see here.
Peer Review of Teaching Program
What is it?
The Graduate Peer Review of Teaching Program (GPRT) coordinated by the Centre for Teaching, Learning and Technology offers you the chance to participate in a cross-faculty formative peer review of teaching process. The formative program described below is open to all graduate students who teaches at UBC.
How does it work?
As a reviewee, you will select and meet with up to two volunteer peer reviewers. The reviewers are experienced in the peer review of teaching at UBC and have completed at least one workshop offered by CTLT on becoming a peer reviewer. The reviewers will learn about your teaching, observe your class, and give you formative feedback.
How will I benefit?
The Peer Review Program aims to encourage dialogue about teaching amongst graduate students at UBC. By talking with your reviewers, you will likely gain new insight into your teaching and information about different teaching strategies or ideas. You will receive written feedback that you may choose to use as evidence in your teaching portfolio, and in future course and lesson planning.
How it works
The peer review process is generally organized around a structured classroom observation. A peer reviewer will observe a participating educator (reviewee) teach a class and provide the reviewee with formative feedback based on what she or he observed during the class.
Anyone interested in participating in the peer review of teaching may contact an individual reviewer listed on our website. Details of the peer review process will be worked out between the reviewer and the reviewee. For example, you will discuss “what” you want to have peer reviewed (i.e. Will it be a class observation? Would you like someone to look at some of your teaching documents, such as assignments or syllabi? Do you want feedback on the way you provide feedback to your students? etc.).
The following describes what happens before, during and after the classroom observation:
Part 1: Before the classroom observation
- The reviewee decides which course will be observed and prepares a list of classes the reviewer can choose from in scheduling an observation.
- Before the classroom observation, the reviewee should plan and prepare for the class as s/he normally would. In addition, the reviewee must also prepare to brief the peer reviewer about the course and the class they will observe. A list of pre-observation questions (PDF) (Word Document) is available to help the reviewee prepare to meet with his/her peer reviewer.
- Approximately one week before the classroom observation, the peer reviewers and reviewee meet to set goals for the peer review process and to discuss the course, the reviewee’s development goals, and his/her plans for the class to be observed.
Part 2: Classroom Observation
- The reviewee teaches his/her class while the peer reviewer observes the session. The peer reviewers’ observation may be guided by a set of classroom observation questions (PDF)(Word Document) and any goals set at the pre-observation meeting.
Part 3: After the classroom observation
- The peer reviewers will prepare a written report (PDF) (Word Document) based on the observation and the reviewee’s particular goals.
- Approximately one week after the classroom observation, the reviewee and peer reviewer will meet to discuss the classroom observation and the peer reviewer’s reports. See here for post observation discussion questions (PDF) (Word Document)
- Following the meeting the peer reviewer may revise his/her reports and send it to the reviewee. The reviewee may then choose to use the reports to guide future curriculum or professional development or, in some cases, as evidence in a teaching portfolio, tenure and promotion request.
Part 4: Feedback to reviewers
- Reviewees fill out the following electronic feedback form to reviewers
All peer reviewers have completed the Centre for Teaching, Learning and Technology workshop: "Developing Your Skills as a Peer Reviewer: Introductory Workshop" and have completed an Isntructional Skills Workshop (ISW).
For a full description of the formative peer review process, please read the Peer Review Process section of our website.
When you email a reviewer for a request, please indicate:
- The type of peer review you would like (classroom observation, review of assignments or syllabi or other material, PBL review, other)
- A brief statement of your goal for peer review
- A time range within which you are hoping to be peer reviewed
- Your contact information
List of peer reviewers
- Jeff Bale (PhD Student in Physics and Astronomy)
- Laura Bulk (PhD, Rehabilitation Sciences)
- Katie Faulkner (PhD student, Department of Mathematics)
- Kieran Forde (PhD Student, Faculty of Education: Department of Curriculum & Pedagogy)
- Sophie MacDonald (PhD student, Department of Mathematics)
- Tiera Naber (PhD Student, Department of Earth, Ocean and Atmospheric Sciences)
- Natasha Pestonji-Dixon (PhD student, Department of Psychology)
- Laura Super (PhD Candidate, Department of Forest and Conservation Sciences)
- Jens Vent-Schmidt (PhD, Experimental Medicine)
- Roselynn Verwoord (PhD Candidate, Faculty of Education)
- Natalie Westwood (PhD Candidate, Zoology)
Additional information on reviewers:
- Jeff Bale, PhD Student in Physics and Astronomy
My research interests lie within the emerging field of Physics Education Research. Currently, I am involved as a Centre for Teaching, Learning and Technology Facilitator, helping people improve their teaching practices. I am also involved in my department’s Teaching Assistant Professional Development team, providing mentorship to both incoming graduate and undergraduate teaching assistants. My past has included interacting with the public as a science facilitator at a local science museum, as well as running science summer camps. I look forward to catering the mentorship program to best fit your needs and goals!
Email: firstname.lastname@example.org; please write “GPRT” in the subject line.
- Laura Bulk, PhD student, Rehabilitation Sciences
I have been teaching in various contexts since my undergraduate days, running workshops for youth, professionals, teachers, politicians, and on and on. As a practicing occupational therapist, I teach and provide feedback to clients on a daily basis. When starting my PhD, I was excited by the opportunity to teach more formally in a higher education context, where I mentor and teach students in the Master of Occupational Therapy program.
As a member of the Centre for Teaching, Learning, and Technology’s (CTLT’s) Graduate Facilitator Team, I facilitate Instructional Skills Workshops and departmental TA training workshops. In 2016 I got to pilot my department’s first offering as part of the UBC Vancouver Summer Program, with the support of our department head. This was an exciting chance to design, coordinate, and teach in an entire program from the ground up – and I certainly benefited from feedback during this process!
I am now glad to be of service to other learner/teachers. It would be my pleasure to be part of your journey as a teacher, and I anticipate that I will learn a lot in the process too!
Email: email@example.com; please write “GPRT” in the subject line.
- Katie Faulkner, PhD student, Department of Mathematics.
I am currently a PhD Student in the Department of Mathematics, studying mathematical biology. As a mathematical biologist, my academic career has taken me through all areas of STEM and beyond, giving me an appreciation for the similarities and unique quirks of teaching in various subject areas. I enjoy sharing my passion for math and science with others through teaching and discussing with students at all levels, whether it’s for outreach or in a course at UBC. I am also a graduate facilitator at the Centre for Teaching, Learning and Technology, where I have the opportunity to help graduate students improve their teaching techniques and discover their own teaching style. As a peer reviewer, I look forward to learning from you and working with you to reflect upon and improve your teaching. I hope that I can bring a new and unique perspective to discussion of your teaching and help you to think outside of the box while we tackle your personal goals and challenges.
Email: firstname.lastname@example.org; please write “GPRT” in the subject line.
- Kieran Forde, PhD Student, Faculty of Education: Department of Curriculum & Pedagogy.
My experience includes teaching English as a Foreign Language (Poland, China), Academic English courses from a Canadian community college curriculum and bridging courses for Chinese students transitioning to graduate studies in the United States (China), and working as a Teaching Assistant at UBC in the Bachelor of Education program. Since 2017, I have been part of the Centre for Teaching, Learning, and Technology’s (CTLT’s) Graduate Facilitator Team, where I facilitate the Graduate Instructional Skills Workshop.
My formal education includes a BA in English and Archaeology, an MA in English Language Teaching, and an MEd in Media and Technology Studies Education. My PhD program is in Curriculum Studies where my focus is on the challenges of the persistence of digital memory and the right to be forgotten.
As a peer reviewer, I appreciate the chance to learn from reviewees and to offer my own experience and perspectives so that we can, together, focus on and develop our teaching and learning.
Email: email@example.com; please write “GPRT" in the subject line.
- Sophie MacDonald, PhD Student, Department of Mathematics.
I am a facilitator with CTLT, a PhD student in the Mathematics Department, a big fan of graphic novels and strong coffee, and an omnivorous learner. My research experience is in statistical physics and theoretical computer science. Mostly this has meant drawing pictures and occasionally doing some linear algebra, as a treat. I have worked as a TA for various courses in math, as well as in the Master of Data Science program. Other great teaching-related experiences have included assisting with my department's TA training program and leading workshops for high school and undergrad students at a Diversity in Math summer program. I have presented my own research at several online and in-person conferences, and I take great pleasure in developing innovative presentation formats.
My teaching-related priorities are focused on access, autonomy, and dignity for learners as well as all members of the teaching team. Some of my favourite areas in which to help instructors develop include online assessment strategies, communication of expectations, and the connection between students' values, feelings, and attitudes and their "hard" or discipline-specific skills. However, the thing I like most of all is a surprising challenge, so no matter how you would like to grow as an instructor or presenter, I would be excited to observe and support you.
Email: firstname.lastname@example.org; please write “GPRT" in the subject line.
- Tiera Naber, PhD Student, Department of Earth, Ocean and Atmospheric Sciences.
I am a graduate student in the Department of Earth, Ocean and Atmospheric Sciences (EOAS) studying the mineralogy of syenite intrusions and their altered host rocks in the Yukon Territory. I enjoy studying rocks, teaching, hiking, sushi, and snuggling my dogs. My journey of teaching began during the final year of my undergraduate degree, where I looked for instructing opportunities to see if I liked teaching. Thankfully, I was given the opportunity to instruct a first-year geology lab of eighteen students every week for one semester. It turns out I liked teaching more than I thought I would! Since coming to UBC in September 2018, I have continued to develop my instruction skills by teaching as TA in the EOAS and Integrated Sciences departments, and taking courses and workshops from EOAS and CTLT. Some of these include an Instructional Skills Workshop equivalent course (EOSC 516 – Teaching and Learning in EOAS) and the Facilitator Development Workshop. Now, I am a facilitator with CTLT and a co-facilitator for EOSC 516. I am also currently part of the 2020–2022 Certificate in Advanced Teaching and Learning cohort. I have experience teaching in and creating content for face-to-face and online (synchronous and asynchronous) settings. When teaching, I value creating a welcoming and active learning space for students. In my lessons, I focus on using real-world examples and creating opportunities for students to construct knowledge from their previous experiences. As a peer-reviewer, I look forward to collaborating with you and providing you with any support you need.
Email: email@example.com; please write “GPRT" in the subject line.
- Natasha Pestonji-Dixon, PhD student, Department of Psychology
During my time as a graduate student in the department of Psychology at UBC, I have discovered a passion for teaching, and have taken initiative to find opportunities to teach, to develop my own teaching practice and skills, and to participate in the teaching and learning community. I have been a TA since 2012, and am well-versed in both small tutorial classroom settings (~25 students) as well as large introductory courses (>300 students), and understand the unique challenges and strengths of each. I have been a TA mentor in the department for two years, and have facilitated our department's TA training, and TA technology training workshop. I have also co-taught introductory psychology with two fellow graduate students through a graduate course in my department, receiving and providing thorough feedback on our lessons.
To continue developing my own reflective teaching practice and teaching skills, I have participated in many CTLT graduate teaching workshops, completed the lesson planning certificate through the teaching assistant institute at CTLT, and am currently in this year’s cohort of the Certificate in Advanced Teaching and Learning (CATL).
As a peer reviewer, I hope to provide a safe space for us to discuss your teaching philosophy and goals, and to ensure that we engage in reflective practice together to best work towards them. I am happy to partner with you at any stage of the teaching process, from lesson planning and design to implementing new strategies/activities in the classroom.
Email: firstname.lastname@example.org; please write “GPRT” in the subject line.
- Laura Super, PhD student, Department of Forest and Conservation Sciences
I thoroughly enjoy research and teaching. As an educator, I am especially interested in how the arts, sciences, and education combine (Science, Technology, Engineering, Mathematics with the Arts, STEAM). I have experience as a TA for first year biology and upper level biostatistics; a visual analytics mentor for the Vancouver Institute for Visual Analytics (VIVA, an SFU, UBC, BCIT joint initiative); a K-12 science and mathematics tutor; a tutor for university students with special needs for Access and Diversity at UBC; a designer of curricula for SelfDesign Learning Community; and a volunteer creating science outreach activities for organizations such as Let's Talk Science and the UBC Beaty Biodiversity Museum. For my PhD, I am studying how humans impact the ecology of plants, soil health, and species interactions. With respect to my scientific training and education, I have the most background in biology (e.g., general biology, botany, mycology, soil science, plant ecology, community ecology, landscape ecology, agroecology) in the field, in the lab, and on the computer, as well as some research experience in psychology and education from research collaborations.
Email: email@example.com ; please write “GPRT” in the subject line.
- Jens Vent-Schmidt, PhD Student, Experimental Medicine
My PhD program is in Experimental Medicine, specializing in Immunology and Inflammatory Bowel Diseases. I hold an MSc from the University of Freiburg in Germany in Molecular Medicine and have a background in both Biology and Medicine. Through my degree, I have presented at many local, national and international conferences.
Since 2013, I have worked as Graduate Facilitator for CTLT, where I facilitate Instructional and Presentation Skills Workshops and departmental TA training workshops many departments in science, business and the arts, I enjoy working in this interdisciplinary environment. As a facilitator, I create, refine and implement lesson plans and aligned online-modules in a blended learning environment. My lessons draw heavily on active learning techniques and I am a strong believer in just-in-time teaching. During my small group facilitation, I provide a supportive and positive environment in which my participants take risks in their teaching practice and learn from feedback through guided self-reflection and facilitate peer feedback.
As a peer reviewer of teaching and presentation, I will support you through the entire process of your session, planning, delivery and feedback. During the process, I will encourage you to reflect on your teaching practice before I will provide feedback myself. Please reflect on a few goals you want to achieve during your session and how the peer review process will help you with these. Please also include information on the topic of the lesson, the date, and your teaching, reviewing and ISW experiences.
Email: firstname.lastname@example.org; please write “GPRT/GPRP" in the subject line.
- Roselynn Verwoord, PhD Candidate, Faculty of Education
As an educator, facilitator, and curriculum developer, I have worked in a variety of formal and informal educational settings both locally and internationally. Presently, I work as a Learning Design and Curriculum Consultant at the UBC Centre for Teaching Learning and Technology where I support departments and units to design and develop curriculum and related courses and materials. When I’m not at UBC, I enjoy teaching in the Provincial Instructor Diploma Program at Vancouver Community College and in the Early Childhood Education Program at Douglas College. My formal education includes a Bachelor of Education in Elementary Curriculum as well as a Master of Arts in Society, Culture, and Politics in Education. I am currently completing a PhD in Educational Studies from UBC with a focus on pre-service teacher education.
Email: email@example.com; please write “GPRT” in the subject line.
- Natalie Westwood, PhD Candidate, Zoology
My work surrounding my PhD focuses on Community Ecology in aquatic invertebrates along with a Public Scholars project that examines how TAs value their experiences in biology classes. My previous education includes a MSc from Université du Québec à Montréal in Biology as well as an Hon. BSc in Biology from Western University. Throughout my education I have had many opportunities to present my work at local, national, and international conferences. I have also shared my work with a diverse range of audiences, from other colleagues to the larger public, including children and teens. In addition to having been a TA in a number of biology course, I have worked as a Graduate Facilitator and as the CIRTL Program Developer at CTLT. Here I have helped to develop and facilitate workshops to support fellow graduate students in teaching and presentation skills. I have had the opportunity to work and adapt topics to a wide range of fields including Engineering, Art History, and Philosophy. I believe it centering the experience around the people I am working with and adjusting existing programming to their unique situation. I always aim to create a supportive environment where those around me feel free to experiment and honestly reflect on their experiences. As a peer reviewer of teaching, I am able to support you during any part of the process. My goal is to not only provide you my feedback but to allow you to reflect yourself on how the experience went in order to give you new tools to continue this review process after our work. Please also include information on the topic of the lesson, the date, and your teaching, reviewing and ISW experiences.
Email: firstname.lastname@example.org; please write “GPRT" in the subject line.
- Genevieve Breau (PhD, Interdisciplinary Oncology, Faculty of Medicine)
- Tim Came (Graduate Student Facilitator - Centre for Teaching, Learning and Technology) - 2007-2016
- Deb Chen (PhD, Department of Pathology and Laboratory Medicine) - 2016-2019
- Matt Coles (PhD, Department of Mathematics)
- Madeline Doering (MSc, Department of Mathematics)
- Oralia Gómez-Ramírez (PhD, Anthropology)
- Mabel Ho (PhD, Department of Sociology)
- Dhaneesh Kumar (BSc., Dept. of Physics & Astronomy)
- Stephen Mattucci (PhD, Biomedical Engineering) - 2014-2018
- Annie Montague (MA, Department of Educational Studies)
- Philippe Sabella Garnier (PhD Candidate, Dept. of Physics)
- Emily Scribner (PhD, Earth, Ocean & Atmospheric Sciences)
- Paisly Symenuk (MSN/MPH, School of Nursing and School of Population and Public Health)
- Grace Truong (PhD, Dept. of Psychology)
- Cole Zmurchok (PhD, Mathematics Department) - 2017-2018
Frequently asked questions about the Peer Review of Teaching Program
Peer review of teaching
Peer review of teaching is informed assessment, by colleagues or peers, of teaching-related activities for the purposes of fostering development and/or making personnel decisions. There are two main types of peer review: formative and summative. Both formative and summative are integral to a comprehensive evaluation of teaching.
Summative peer review
Summative peer review of teaching is informed collegial judgment about teaching intended for evaluative purposes. Summative peer review is used to aid in making personnel decision, such as hiring, promotion, and tenure. The primary goal is to assess instructor performance relative to criteria. The information is for public inspection (I.e., by the department head or dean, and by tenure and reappointment committees) and may be more comparative in nature than formative peer review (Cassidy & Lee, 2011; Chism, 2007; Cavanagh, 1996).
Formative peer review
The primary goal of formative peer review of teaching is to develop and enhance teaching practice. Formative peer review provides instructors with information they can use to grow professionally in their teaching. The information is confidential, constructive, and intended for an instructor's personal use. The process is usually rich in detail, ongoing, and fosters self-reflection and insights into teaching (Byrne, Brown & Challen, 2010; Chism, 2007; Gosling, 2014).
Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: A tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228.
Cassidy, A. & Lee, J. (2011). Peer Review: Structured, informal, confidential, helpful. Collected Essays on Learning and Teaching, 4. 68-73.
Cavanaugh, R. (1996). Formative and summative evaluation in the faculty peer review of teaching. Innovative Higher Education, 20(4), 235-240.
Chism, N.V. (2007). Peer review of teaching: A sourcebook (2nd ed.). Bolton, MA: Anker Publications.
Gosling, D. (2014). Collaborative peer-supported review of teaching. In J. Sachs & M. Parsell (Eds.), Peer Review of Learning and Teaching in Higher Education. New York, NY: Springer. Professional Learning and Development in Schools and Higher Education, 9, 13-31.
FREQUENTLY ASKED QUESTIONS ABOUT THE FORMATIVE PEER REVIEW PROGRAM
- What is the purpose of peer review of teaching?
- What is the difference between a formative and summative peer review?
- What is the benefit of having more than one person review my teaching?
- What is the benefit of selecting a reviewer from outside the faculty?
- What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?
- Is this peer review summative or formative?
- Do academic rank or job classification matter in the process?
- How is confidentiality handled in the formative peer review of teaching program?
- I teach a PBL class. May I participate in the program?
- What will be done with the information about my teaching generated during the peer review?
- What control do reviewees have over and during the process?
- Who will review my teaching?
- What training do the peer reviewers receive?
- When should peer reviews take place?
- How will reviewees receive feedback?
- What is formative feedback?
- How much time will the process take?
- What form will the reviewers' reports take?
What is the purpose of the peer review of teaching?
Within the context of higher education, the peer review of teaching has two broad purposes: 1. to assist instructors enhance their teaching, and 2. to assess an instructor’s teaching as part of a formal reward system linked to the individual’s career advancement (i.e. tenure, promotion and other personnel decisions).
What is the difference between a formative and a summative peer review?
In the formative peer review of teaching process, colleagues generate information for you about your classroom teaching that you can use to improve your teaching and your students′ learning. You control the process and how the resulting information is used. For example, in the formative process, you would select the person who conducts the observation and would then decide whether the written comments—if there are any—would be kept confidential or added to your personnel file. In a summative peer review, colleagues observe you teach and report back to the department head or dean for the purpose of reappointment, promotion or tenure.
What is the benefit of having more than one person review my teaching?
Two reviewers will give you two different perspectives on your teaching. Because teaching is such a complex activity, the reviewers may focus on different aspects of your teaching and the students′ learning. Having two reviewers may give you more reliable information about your teaching.
What is the benefit of selecting a reviewer from outside the faculty?
Because they are unfamiliar with the discipline and learning environment, external reviewers are like new students encountering your class for the first time. They will be able to give you an outsider’s perspective on your class. External reviewers can provide feedback on aspects of teaching like how you structure learning activities, facilitate discussions, and communicate with students. They also will be able to share teaching ideas and strategies used in their discipline.
What is the advantage of participating in this program, if there is already a departmental peer review of teaching process?
Too often, institutional boundaries prevent colleagues interested in teaching from having sincere conversations about common educational issues and challenges. The program seeks to foster cross-faculty discussions about teaching and seeks to address the concept of advancing knowledge and understanding within and across disciplines outlined in Place and Promise: The UBC Plan.
Is this peer review summative or formative?
This program is intended to be formative. However, if you think your department would value knowing about your progress over time, then you may consider including the reviewers′ reports in your teaching portfolio, tenure and promotion request, or in your annual review.
Do academic rank or job classification matter in the process?
Professorial rank and job classification are disregarded in the program. All educators are invited to participate and learn from one another.
How is confidentiality handled in the formative peer review of teaching program?
The only people involved in the discussions will be the reviewee and the reviewers. The process is confidential, unless you decide to include reflections or documentation about the process to your teaching portfolio or personnel file.
I teach a PBL class. May I participate in the program?
Yes, because the peer review process is designed for various forms of teaching and learning.
What will be done with the information about my teaching generated during the peer review?
Reviewees receive written reports from their reviewer(s). Reviewees decide how they will use the information contained in the reports and with whom they will share the information. The aim of the program is to generate useful feedback that a reviewee may be able to use to develop and/or revise aspects of his/her teaching, to incorporate into a teaching portfolio or to bolster an argument for tenure and promotion.
What control do reviewees have over and during the process?
Each reviewee selects the peer reviewer with whom they will work, decides which class the reviewer will attend, sets the objectives and focus for the classroom observation, and decides what to do with the feedback they receive from the reviewers.
Who will review my teaching?
The list of reviewers is available on a section of this website. You will choose a reviewer among the people listed.
What training do the peer reviewers receive?
All peer reviewers complete an intensive training course run by CTLT which teaches them how to conduct peer reviews and to observe classroom teaching. All of the reviewers have also completed an Instructional Skills Workshop.
When should peer reviews take place?
The peer review can happen any time deemed suitable for you and your reviewer. Each reviewee may decide when to schedule the classroom observations. Scheduling them earlier or towards the middle of the term will give you timely and relevant feedback that may be useful in the later stages of your course. Also keep in mind that reviewers will be busy towards the end of semester with their own teaching.
How will reviewees receive feedback?
Reviewees will receive verbal and written feedback. Reviewees will meet with their reviewers after the classroom observation and engage in a friendly, collegial dialogue about the class that the reviewer observed. The reviewers will also summarize their feedback and suggestions in a written report.
What is formative feedback?
Formative feedback is information that is intended to support an educator′s growth towards becoming a better teacher. The feedback aims to be non-evaluative and is not intended to be a snapshot or final judgement of an educator′s fitness or competence. Rather the goal is to provide information that can help you reflect on your teaching and plan changes for the future. Formative peer review aims to help you better understand how you approach the task of university teaching, and who you are as a teacher.
How much time will the process take?
The process will take approximately three to five hours to complete.
What form will the reviewers′ reports take?
The report consists of the following materials:
- Notes from the pre-observation meeting. This may include notes taken by the reviewer during the meeting, a summary that the reviewer writes after the meeting, emailed or written answers that the reviewee wrote (if they wish to submit them to the report), or similar kind of notes.
- Notes that the reviewer takes during the classroom observation, or a summary they write immediately after. It may take the form of prose, a chart or other similar kinds of notes.
- Notes taken during the post-observation meeting. This may include notes or a summary that the reviewer may take during the conversation and notes that summarize the conversation between the reviewer and the reviewee.
These notes/summaries make up the report, which is shared with the reviewee during the post-observation meeting and left with them at the end of the meeting.
Developing Your Skills as a Peer Reviewer of Teaching: Introductory Workshop
Description: The peer review of teaching process introduced in this experiential workshop is intended primarily as a form of formative (and developmental) feedback.
By the end of this workshop participants will be able to:
- Describe the peer review of teaching process
- Provide constructive feedback for the person being reviewed
- Conduct appropriate Pre- and Post-observation interviews
- Respond to various peer review of teaching situations
- Write a relevant and concise report to be discussed in the post-observation meeting
This workshop is open to all graduate students who teach at UBC.
You can find a variety of resources on the Peer Review of Teaching. Below are links to websites that focus on the subject, a list of academic references (journal articles, book chapters) and UBC resources on the peer review of teaching (i.e. departmental protocols and other).
If you have a resource that you would like to add, please email Isabeau Iqbal.
- Academic References
- UBC Resources
- UBC Summative Peer Review of Teaching Initiative
- UBC Guide to Re-appointment, Promotion and Tenure
- Dr Harry Hubball, Faculty of Education, talks about the relationship between formative and summative Peer Review of Teaching in the context of a presentation session to the Faculty of Dentistry.
Sample Forms and Protocols for Classroom Observation
- Peer Review of Teaching for Promotion Purposes (2009), Australian Learning and Teaching Council, The University of Adelaide, Australia.
- Provides a literature review on the summative peer review of teaching. This review examines the status of summative peer review in Australian universities, prerequisites for establishing a successful program, necessary elements of a summative peer review program, criteria for peer evaluation, and academics’ responses to summative peer review of teaching programs. This resource also provides observation forms for various types of reviews.
- Guide to Peer Review of Teaching (2002). Prepared by the Flexible Education Unit. Based on material prepared by Associate Professor Jackie Lublin. University of Tasmania.
- Provides information, advice, and a variety of tools to assist one in carrying out a peer review of teaching. This guide defines peer review of teaching, outlines the process of peer review, provides guidelines for reviewers, and also includes example proformas for both formative and summative peer reviews.
- LEO (Lecturers' Employee Organization) Classroom Observation Form (2015). University of Michigan-Flint. Retrieved from: http://www.umflint.edu/cas/leo.htm.
- This sample classroom observation form looks at creating an objective summary of the class session, responding to critical questions about the instructor’s performance, and offering advice on improving teaching.
- Peer Review Forms (2011). Centre for the Advancement of Faculty Excellence. MacEwan University.
- Provides various observation forms e.g., pre-observation meeting discussion guide, review of teaching materials checklist, online observation checklist, classroom observation forms in rating, checklist, and narrative formats. All forms are in Word and can be downloaded and modified.
- Peer Review of Teaching Classroom Observation Instruments. Centre for Teaching and Learning. University of Minnesota.
- Provides documents that define the peer review of teaching, provide recommendations for the use of peer review in formative and summative assessments of teaching, and suggest a format for reporting peer review of teaching data in dossiers for promotion and tenure.
- Rubric Examples. Dimension of Teaching. Utah Valley University.
- These rubric examples from Utah Valley University allow one to determine whether the instructor’s dimensions of teaching are poor, acceptable, or excellent, and provides sources of evidence of when these situations may occur.
Resources for Online Peer Review of Teaching
- Peer Review Forms (2011). Centre for the Advancement of Faculty Excellence. MacEwan University.
- Provides various observation forms e.g., observation of online instruction and checklist for online interactive learning. All forms are in Word and can be downloaded and modified.
- The Peer Review Guide for Online Teaching (2010). John A. Dutton e-Education Institute. Penn State.
- Provides a process for peer review of online courses that can be adapted easily. Includes an instructor input form, a peer review guide and feedback form for the peer reviewer. All forms come in Word and PDF, and can be customized. Sample written documents created by peer reviewers can also be found here.
- Faculty Classroom Observation Form: Online and Hybrid Courses (2010). Learning Unit at Central Piedmont Community College.
- Checklist that focuses on the following elements in an online and hybrid course environment: variety and pacing of instruction, course design and usability, assessment and measurement, clarity, content knowledge, instructor-student interaction and use of technology.
- Rubric for Online Instruction (2009). Exemplary Online Instruction. Chico State.
- This resource provides an online rubric for categories such as Learner Support, Online Organization, Instructional Design, Assessment and Evaluation of Student Learning, Innovative Teaching with Technology, and Faculty Use of Student Feedback.
- Online Course Checklist (2014). Peer Review of Teaching. North Dakota State University.
- This resource is a checklist that focuses on feedback. A peer reviewer can tick whether or not the objectives of the course are non-existent, developing, or fully met.