Peer Assessment
Peer assessment, or peer review, of teaching is a process conducted by faculty peers. The process often uses elements such as observation of instruction, review of teaching portfolios, and discussions regarding pedagogical goals and methods with the goal to both assess and develop a faculty member’s instructional skill and practice. By developing a unit-level approach and structure to peer assessment, this approach can become a pivotal component of teaching effectiveness and the evaluation of teaching.
Review the UTLC’s March 2025: Teaching Effectiveness through Peer Review & Frameworks
Common Approaches
There are a number of approaches to peer assessment that foreground formative approaches:
Teaching material review is common supplement to the other peer observation process, but can be a significant tool on its own. Teaching material review is often the best option for online instruction, and includes the review of course digital presence (i.e., Canvas), communication with learners, materials created for a course, and course activities.
Traditional peer observations of teaching is a common approach to peer assessment. The process typically includes a three part process: pre-observation consultation, observation, post-observation follow up.
Teaching Squares, Triangles, Dyads approach features an ongoing observation relationship between instructors. Using instructor clusters (e.g., four, a square; three, a triangle; or two, a dyad), instructors agree to observe each others teaching several times throughout the semester and provide ongoing dialogue about teaching. Some institutions use this model in place of the traditional peer observation process, having instructor clusters submit a shared observation report in lieu of a peer observation. The Institute for Teaching and Learning at Colorado State provides a good framework for this process.
Questions to Consider
The Teaching Effectiveness Workgroup developed common questions for unit consideration regarding peer review:
- Who is eligible to conduct peer reviews and peer observations? Does it have to be a peer of equal or higher rank? Can someone from another unit (e.g., the UTLC or other department) conduct the peer review?
- What are the shared guidelines used by peer reviewers in your unit? What should they be looking for in course or LMS observations, and how are other important course components, such as the syllabus, student feedback, or student work products included?
- How will the results of the peer review or observation be recorded and shared with the faculty member? The UNC System policy and UNCG policy require that the review have a written output allowing the reviewed faculty member the opportunity to respond.
- How often will the peer review or observation be conducted? Note that units can require more frequent reviews than the UNCG policy mandates, but not less.
Resources on Peer Assessment
Unit-Self Study On Peer Review
The University of Oregon provides departments with How Well Is Peer Review Working in Your Unit?: Guide for Unit-Level Self Study. This guide provides a process for units to review their current peer review processes to determine effectiveness.
Department Teaching Profile
The University of Oregon provides departments with a framework for unit reflection about their teaching goals, collective teaching philosophy, and how to include research-focused teaching practice.
Guidelines for Documenting Peer Reviews
The University of Minnesota provides a thorough outline of documenting a peer review, including forms, examples, and processes for reviewing course materials, observing teaching, and self-reflection.
Transforming Higher Education-Multidimensional Evaluation of Teaching: Peer Review
The TEval (Transforming Higher Education-Multidimensional Evaluation of Teaching) project provides resources on Peer Review from each of the contributing institutions.
Templates for Reporting
The University of Minnesota provides several templates for reporting peer observation findings. The site also provides templates for observations using the KU Benchmarks for Teaching Effectiveness and CU Teaching Quality Framework.
Research-Based Course observation Rubrics
Classroom Observation Protocol for Undergraduate STEM (COPUS)
The Classroom Observation Protocol for Undergraduate STEM (COPUS) (Smith et al. 2013) is an internationally recognized tool that provides language and structure for observing student and instructor interaction in face-to-face courses. Useful for all course, regardless of discipline.
Laboratory Observation Protocol for Undergraduate STEM (LOPUS)
The Laboratory Observation Protocol for Undergraduate STEM (LOPUS) (Velasco et al. 2016) is the corresponding lab-focused rubric to the COPUS. Useful for all courses, regardless of discipline, with active learning elements.
Behavioral Engagement Related to Instruction (BERI)
The Behavioral Engagement Related to Instruction (BERI) (Lane and Harris 2015), focuses on student engagement and disengagement behaviors in in face-to-face courses. Useful for all disciplines.
Student Participation Observation Tool (SPOT)
The Student Participation Observation Tool (SPOT) (Paul et al. 2018) was developed through an NSF grant. Focused on student and teacher activity and engagement, this rubric is useful for all disciplines.
Teaching Dimensions Observation Protocol (TDOP)
The Teaching Dimensions Observation Protocol (TDOP) (Hora 2015, Hora et al. 2013) was also developed by an NSF grant. TDOP focuses on three dimensions instructional practice, teacher-student dialogue, and technology integration. Useful for all disciplines.
Observation Protocols
Wayne State has developed an assortment of rubrics and protocols for peer review.
Peer Observation Tools
The University of Iowa provide a comprehensive set of tools for the traditional peer observation process, including preparation materials and frameworks.
Peer Review in Online Courses
Penn State Dutton Institute
The Dutton Institute at Penn State provides an overview of peer observation in online courses.
University of Kansas
University of Kansas has developed a protocol for peer review of online courses.
Observation and Feedback of Graduate Instructors
University of Michigan
The Center for Research on Learning and Teaching at the University of Michigan has developed a process for provide observations of Graduate instructors.