Collaborative Peer Review
Teaching, like research, must be subject to peer review.
We need to make space to talk about teaching.
The simplest and most important first steps we can take toward creating a scholarship of teaching (and improving teaching) is to make our teaching more public. (Rosenzweig).
When teachers make their teaching public and subject them to critical review by peers, and when others are able to build upon those inquiries to advance their own work, teachers are meeting many of the same criteria that are used to distinguish scholarly work in many other disciplines (Hutchings & Shulman, 1999).
Peer observation allows teachers to benefit from each other's experience, to get immediate and objective feedback on their teaching and to disseminate innovative approaches and good practice in teaching.
The following proformas may assist the peer review of teaching process:
- Assessment feedback
- First year coordination and teaching feedback
- Internationalisation in programs and units
- Lecture/tutorial feedback
- Online learning feedback
- Reviewee: post-peer review reflection and action task sheet
- Reviewer: post-peer review reflection and action task sheet
- Research-enhanced learning and teaching feedback
- Support for organisation and management of teaching
- Unit Outline feedback