Faculty Guide for Teaching-Focused Peer Evaluation
Overview
Peer evaluation of teaching should include an analysis of the instructor’s plan for learning, including course materials, learning objectives for students, methods of measuring learning, and use of time with students during scheduled classes, studios and labs, or asynchronous course spaces. A high-quality teaching-focused peer evaluation includes conversations between the evaluator and course instructor, a portfolio of course materials, and class observation of one or more class periods. The evaluator should produce a letter that summarizes and reflects on the conversations with the instructor and the class observation.
This guide outlines a recommended peer evaluation process and includes options for evaluating online/hybrid/HyFlex courses.
Suggestion about timing: Although peer evaluations often wait until the end of the semester, consider reviewing part way through the semester because: (1) The week before finals is stressful for everyone involved (instructor, reviewer, and students) and may not give an accurate reflection of the usual classroom atmosphere. (2) Some courses use the last few meetings for purposes that do not reflect the majority of the class sessions. (3) The reviewer may notice something that the instructor might want to know sooner rather than later.
Prior to the class observation, the instructor and evaluator meet to review the course and discuss any specific areas for feedback. Discuss the instructor’s goals for the observed class period, how the day’s activities are designed toward those goals, and what assessments or assignments are included. For online courses, the instructor should provide a brief tour of the course site and highlight important components for the evaluator to focus on.
Course Materials:
Instructor provides a set of course materials, in advance, for the meeting. Essential items include, but are not limited to:
- Syllabus
- Example of assignment
- LMS access
- Slides/handouts used in observed class session
Meeting:
The meeting should cover the following course dimensions in order for the evaluator to better understand the core components of the course and prepare for the class observation. Evaluators and instructors should select key questions appropriate for the course. A Pre-Observation Meeting Log is provided to guide conversation and capture notes for both the evaluator and the instructor.
Course Dimensions
Goals, Content, and Alignment
This dimension covers the design of the course, its learning goals, and how it fits within a major/program or general elective.
Key Questions for Evaluation (example questions – evaluators/instructors can use these or craft their own questions)
- What are students expected to learn or be able to do in this class?
- How does course content align with course objectives?
- How does the course fulfill required standards from department/program/major/accrediting bodies?
Teaching Practices
This dimension covers the instructor’s pedagogical approaches including, but not limited to: delivery of content, assignment design, LMS utilization, student engagement, and inclusive/equitable practices.
Key Questions for Evaluation (example questions – evaluators/instructors can use these or craft their own questions)
- How is in-class and out-of-class time used?
- What modes for learning are utilized? (reading, writing, videos, hands-on, etc)
- How do teaching practices align with course outcomes?
- Are the teaching practices responsive to student cultural backgrounds, lived experiences, and neurodiversity?
Key Questions for Hybrid/Online/HyFlex Course Evaluation
- Is the LMS organized and easily navigable?
- Are course materials accessible for all students?
Class Climate
This dimension covers the type of learning environment the instructor creates/fosters in the course. Elements include, but are not limited to: communication/engagement, student belonging, support for learning, and considerations for well-being.
Key Questions for Evaluation (example questions – evaluators/instructors can use these or craft their own questions)
- How does the instructor create a sense of community/belonging in the course?
- How does the instructor demonstrate/model respect and inclusivity in the classroom?
Key Questions for Hybrid/Online/HyFlex Course Evaluation
- What points of contact do students have with the instructor? With other students?
Assessment of Learning
This dimension covers how students demonstrate learning and how they are evaluated.
Key Questions for Evaluation (example questions – evaluators/instructors can use these or craft their own questions)
- What opportunities do students have to demonstrate their learning?
- How are formative and summative assessments designed?
- How do assessments align with course objectives?
In-Person Class/Synchronous Online Class:
During the class observation, the evaluation should focus on evidence to support the four course dimensions. A Class Observation Log is provided to guide the observation and capture notes.
Asynchronous Online Class:
The evaluator will rely on course materials, the LMS site, example assignments, assessments, instructor communication with students, and other relevant pieces of evidence in support of the four course dimensions. A Class Observation Log is provided to guide the observation and capture notes.
If possible, the evaluator should find a time to debrief with the instructor, either in-person or through email. This is an opportunity to ask any remaining questions, share recommendations, and/or discuss specifics from the observation. The Peer Evaluation Framework can help the evaluator put all the information together in preparation for a follow-up conversation.
The evaluator prepares a peer evaluation letter that summarizes and reflects on the conversation with the instructor, the provided materials, and the observation. The Peer Evaluation Framework can aid in organizing evidence and recommendations for the letter. ThePeer Evaluation Letter Template can guide the crafting of the letter.