Feedback on teaching

PEER REVIEW - also see Peer Review Resources

Collegial feedback on teaching

Collegial  feedback on teaching: A guide to peer review (2011)

The advice and resources provided in this guide have been developed and  refined based on the experience of coordinating these programs as well  as a national
CSHE-CEDIR (University of Wollongong) 2008 research project on  peer review of teaching in Australian universities. They are designed  to support both individuals and academic units in arranging peer review  of teaching processes with the review criteria contained in them based  on principles of effective university teaching.

Collegial feedback on teachingCollegial feedback on teaching: A guide to peer review (handbook)
Peer review of teaching in Australian Higher Education

Peer  Review of Teaching in Australian Higher Education: A handbook to support  institutions in developing and embedding effective policies and  practices (2008) (Webpage, handbook)
This handbook brings together a suite of resources to support  institutions in developing and embedding effective policies and  practices in relation to peer review of teaching.

PREPARING A TEACHING PORTFOLIO

Preparing a Teaching Portfolio

Preparing  a Teaching Portfolio    (handbook)
Advice on recording and describing teaching activities and achievements

Advice on recording and describing teaching activities and achievements

Advice on recording and describing teaching activities
and achievements

This leaflet is a collection of ideas to assist staff to document information on the scope and effectiveness of their teaching activities.

EVALUATING TEACHING INNOVATION

Evaluating Teaching Innovation

Evaluating Teaching Innovation (handbook)This booklet is a short succinct guide of ideas about evaluation for staff who are evaluating new approaches to teaching.

Resources to support Peer Review of Teaching

The CSHE runs successful programs of peer review of teaching as part of the Melbourne Teaching Certificate and the Graduate Certificate of University Teaching; however, individuals and academic units can also easily and successfully implement peer review processes.

The documents provided here are designed to support this. It is recommended that they are used in conjunction with the CSHE guide Collegial feedback on teaching: A guide to peer review.

It is important to note that there are many ways that peer review of teaching can be undertaken. The materials here are based on the model used in CSHE professional development programs.

The CSHE is available to work with academic units to design and implement tailored peer review of teaching programs.

Resource

Description and use

Protocols for Reviewers  Undertaking Teaching Observations

Code of conduct for  reviewers. Must be read by anyone acting as a reviewer prior to commencing  any review of face-to-face teaching.

Process for peer review

One-page information sheet  detailing the four-step peer review process, including when to use each  resource.

Form A Plan

Plans logistics of review.

Form B Feedback Framework

(‘face-to-face’ teaching)

Taken in to the reviewed  class to trigger observations.

Frameworks are also  available for review of:

Form C

Report and Response

Reviewer records written  feedback and provides this to the reviewee. Reviewee uses Section 2 to record  their response to the feedback.

Example of written feedback

An actual and excellent example  of how to provide feedback to colleagues. This is used with the kind  permission of colleagues from the Graduate Certificate of University  Teaching.

Identifying a partner for peer review

Sets out the advantages (and  possible disadvantages) of undertaking peer review with colleagues with  various backgrounds and positions.

Invitation to a colleague to review teaching

Provides colleagues who may  not be familiar with peer review with brief information about the process,  their role and the time commitment required.