FAQ - What can you tell me about peer observation of teaching?

Answer

In the search for better ways to evaluate and improve teaching many institutions are experimenting with peer evaluations that include classroom observations and sometimes peer review of course materials.  These classroom observations are becoming more common in higher education for teaching enhancement but as yet they are not widely used for summative evaluation (although junior staff are often observed as part of the induction process in some establishments).

The main aims of peer observation include:

• To enhance the quality of teaching and learning in the school
• To foster discussion and dissemination of best practice
• To help staff prepare for QAA subject review
• To encourage all staff to reflect on the effectiveness of their own teaching, identify any weaknesses and professional development needs
• To promote research into teaching and learning

There is also some evidence that discussion of peer observations has encouraged reflective learning and may influence continued professional development plans.

Having a colleague sit in on some classes and discuss their impressions with you is the simplest from of peer observation.  This kind of arrangement is especially productive if the observer is an experienced teacher with some knowledge of the literature regarding teaching in H.E. For maximum benefit it is important to arrange a meeting before the observations in order to identify specific areas on which you would especially like feedback and to discuss your teaching approach.

More formal or systematic peer evaluation of teaching can be seen as a potentially threatening practice and it is important that the department or faculty reach consensus on the aspects of teaching that are to be evaluated.  Schools and departments must allocate sufficient time to develop a fair and effective peer evaluation program.  There are many elements to consider, for example, the training of the peer observers, creation of standardised observations forms, number of observations and arrangements for pre and post observation discussion meetings.

Useful links on this topic:

Peer review and peer observation of teaching (University of Reading)

ESCALATE: extensive guidelines on peer observation from MEDEV for education

The LTSN Generic Centre has a number of web based resources on this subject

Disclaimer: This FAQ was written by Sarah Marshall and does not reflect an official endorsement by the HEA or any other organisation.  Any questions or queries should be sent to: enquiries@medev.ac.uk

Last updated: 01 July 2011