Appendix Q: Sample Outline for Summative Peer Review Report

OUTLINE FOR SUMMATIVE PEER REVIEW-OF-TEACHING REPORT
Brigham Young University, Provo, Utah
Retrieved from Brigham Young University, Center for Teaching and Learning

Suggestions:

  • Use the section headings of the review forms as the outline for the peer review report.
  • Follow the expectations agreed upon in the department. Avoid interjecting personal "pet theories" of teaching or using one's personal teaching practices as the department standard.
  • Focus on the effectiveness of the course design and classroom teaching in promoting student learning.
  • Be familiar with the statement of university expectations.
  • Support evaluative statements with specific evidence, rationale, and examples.
  • Include both positive and negative comments.
  • It is very helpful to use some type of peer review form. The department chair can determine whether to attach these forms or report numeric averages from the forms.

I. Introduction (Peer Review Process)

• Who was involved?
• When did the review take place?
• What was evaluated?
• Course materials reviewed
• Classes observed
• What agreed-upon department evaluation criteria/standards were used?

II. Review of Course Design

• Course Content
• Teaching Materials
• Learning Goals
• Learning Activities
• Learning Assessments

III. Review of Classroom Instruction

• Organization
• Instructional Strategies
• Presentation Skills
• Content Knowledge
• Rapport with Students
• Clarity

IV. Conclusion (Overall Assessment)

• Summarize positive and negative assessments
• Express overall professional judgment
• How much are students learning from this teacher?
• How effective is this teacher in promoting student learning?
• What is the likelihood that this teacher will continue to improve?
• Possibly comment on patterns or trends observed in peer review results

[1] Senate Committee on Curricular Affairs (2001). A clarification of 'active learning' as it applies to general education (Legislative).