Peer review of teaching is a common means of evaluating and improving teaching and learning at many universities worldwide. It generally involves colleagues giving/receiving feedback about one or more aspects of teaching for the purpose of critical self-reflection and enhancement of student learning.
Monitoring and evaluating the quality of teaching is essential for improving student learning outcomes and achieving the University’s strategic objective of excellence in learning and teaching.
The Melbourne Peer Review of Teaching program is a university-wide initiative that takes a systemic approach to peer review of teaching with the aim of improving the quality of teaching, learning and the educational experience of students at the University of Melbourne.
The University has adopted a two-tiered approach to peer review of teaching:
Tiers of Peer Review of Teaching
- Faculty/School Peer Review of Teaching
The bulk of peer review of teaching activities at the University takes place in programs developed in faculties and schools. These programs aim to foster teaching improvement by providing opportunities for academic staff to give and receive collegial feedback on teaching, and to engage in ongoing discussions about teaching and learning. Peer review of teaching activities at the faculty or school level can also be designed to address the priorities and needs of students in specific disciplinary contexts. See resources and examples.
- The Melbourne Peer Review of Teaching Program
A University-wide peer review of teaching program developed to provide academic staff with opportunities for formal evaluation and recognition of teaching performance aligned with the University’s Academic Performance Framework. The program has a College of Reviewers who will conduct the reviews. Enquiries regarding the Melbourne Peer Review of Teaching pilot for 2019 should be directed to Associate Professor Chi Baik (03 8344 4212).
Why engage in Peer Review of Teaching?
Tier 1: Faculty/School PRT
Faculties and graduate schools are best placed to design peer review of teaching (PRT) programs that address the local priorities and needs of their students and foster ongoing collegial feedback and discussions on teaching. Below are some templates, guides and examples of faculty/school-based PRT programs.
- Peer review planning template (PDF File 552.8 KB)
- Feedback framework for peer review of teaching (PDF File 546.9 KB)
- Feedback template for teaching (PDF File 455.3 KB)
- Feedback template for tutorials and small groups (PDF File 610.8 KB)
- Feedback template for teaching in labs (PDF File 133.1 KB)
Giving useful feedback
Getting the most out of Peer Review of Teaching
Examples of collaborative faculty-based peer review teaching programs are available below.
Faculty of Medicine, Dentistry and Health Sciences
- Preparing for review (PDF File 337.3 KB)
- Review template (PDF File 319.7 KB)
- Post review template (PDF File 263.2 KB)
Tier 2: University-wide PRT
To support and complement faculty-based programs, the Tier 2 ‘Melbourne Peer Review of Teaching Program’ (MPRT), provides opportunities for formal assessment and recognition of teaching performance. The program involves a holistic review of individual teaching practice that includes a review of curriculum design, assessment practices and observation of teaching.
The MPRT program is a voluntary program for individuals electing to have their teaching reviewed by a member of the Melbourne College of Reviewers, comprising highly experienced academics with a demonstrated track record in teaching excellence.
In 2019, the program will be piloted with academic staff in two faculties: The Faculty of Medicine, Dentistry and Health Sciences, and The Faculty of Business and Economics.
Stages of the review
The review consists of three parts:
- Teaching portfolio - See the Guide to Preparing a Teaching Portfolio for Peer Review
- Example of curriculum design/subject outline (more information)
- Observation of teaching (more information)
Melbourne College of Reviewers
The Melbourne College of Reviewers comprise expert academics appointed on the basis of their sustained personal record of demonstrated teaching excellence, innovation and/or leadership. The role of the reviewer is to evaluate academics’ teaching practice by reviewing their curriculum design (including assessment) and classroom performance (or online equivalent). Based on this review, reviewers will prepare a short written report that can be used by individuals as evidence of teaching quality.
College of Reviewers
- Professor Sophie Arkoudis, Associate Director, Melbourne Centre for the Study of Higher Education, Melbourne Graduate School of Education
- Associate Professor Russell Cross , Melbourne Graduate School of Education
- Professor Véronique Duché, A.R. Chisholm Professor of French, School of Languages and Linguistics, Faculty of Arts
- Professor Alison Duxbury, Melbourne Law School
- Associate Professor Dawn Gleeson, Director of First Year Studies in Biology, School of BioSciences, Faculty of Science
- Associate Professor Paul Gruba, School of Languages and Linguistics, Faculty of Arts
- Associate Professor Daryl Guest, Clinic Director, UMeyecare, Department of Optometry and Vision Sciences, Faculty of Medicine, Dentistry and Health Sciences
- Professor Marilys Guillemin, Associate Dean Learning and Teaching, Faculty of Medicine, Dentistry and Health Sciences
Professor, Centre for Health Equity, Melbourne School of Population and Global Health
- Associate Professor Piers Howe, Director of Teaching and Learning, Melbourne School of Psychological Sciences, Faculty of Medicine, Dentistry and Health Sciences
- Associate Professor Jason Ivanusic Department of Anatomy and Neuroscience, School of Biomedical Sciences, Faculty of Medicine, Dentistry and Health Sciences
- Associate Professor Andrew Jamieson, Associate Professor in Near Eastern Archaeology, School of Historical and Philosophical Studies, Faculty of Arts
- Associate Professor Aaron Jarden, Coordinator, Master of Applied Positive Psychology, Centre for Positive Psychology, Melbourne Graduate School of Education
- Associate Professor Sunita Jogarajan, Melbourne Law School
- Associate Professor Louise Keogh, Centre for Health Equity, Melbourne School of Population and Global Health
- Associate Professor Deborah King, Director, Bachelor of Science, School of Mathematics and Statistics, Faculty of Science
- Associate Professor Brian Krongold, Department of Electrical and Electronic Engineering, Melbourne School of Engineering
- Professor Margreta Kuijper, Department of Electrical and Electronic Engineering, Melbourne School of Engineering
- Associate Professor Tim Lynch, Associate Professor in American Politics, School of Social and Political Sciences, Faculty of Arts
- Associate Professor Rosemary McKenzie, Director of Teaching and Learning, Melbourne School of Population and Global Health, Faculty of Medicine, Dentistry and Health Sciences
- Professor Ian Malkin, Director, Juris Doctor, Melbourne Law School
- Associate Professor Andy Martin, School of Physics, Faculty of Science
- Ms Judith Marychurch , Assistant Dean, Teaching and Learning, Melbourne Law School
- Professor Alistair Moffat, School of Computing and Information Systems, Melbourne School of Engineering
- Professor Andrew Ooi, Department of Mechanical Engineering, Melbourne School of Engineering
- Professor Tim Parkin, Tatoulis Chair in Classics, School of Historical and Philosophical Studies, Faculty of Arts
- Associate Professor Sean Pinder, Deputy Head (Teaching), Department of Finance, Faculty of Business and Economics
- Associate Professor Melanie Plesch, Associate Dean (Academic), Faculty of Fine Arts and Music
- Professor Harry Quiney, Deputy Director, Bachelor of Science; Deputy Head, School of Physics, Faculty of Science
- Associate Professor Louisa Remedios, Director of Teaching and Learning; Director of Online Learning, Physiotheraphy, Melbourne School of Health Sciences
- Associate Professor Suzanne Rice, Deputy Director, Assessment Research Centre, Melbourne Graduate School of Education
- Associate Professor Carsten Roever, School of Languages and Linguistics, Faculty of Arts
- Professor Harald Sondergaard, School of Computing and Information Systems, Melbourne School of Engineering
- Professor John Tobin, Francine V McNiff Chair in International Human Rights Law, Melbourne Law School
- Associate Professor Kate Tregloan, Associate Professor Teaching and Learning; Assistant Dean (Teaching Quality), Faculty of Architecture, Building and Planning
- Professor Steve Trumble, Head, Department of Medical Education, Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences
- Associate Professor Liz Tudor, Faculty of Veterinary and Agricultural Sciences
- Associate Professor Frederik Vervaet, School of Historical and Philosophical Studies, Faculty of Arts
- Associate Professor Odilia Wijburg, Department of Microbiology and Immunology, School of Biomedical Sciences, Faculty of Medicine, Dentistry and Health Sciences
- Professor Uta Wille , School of Chemistry, Faculty of Science
- Professor David Williams , School of Biomedical Sciences, Faculty of Medicine, Dentistry and Health Sciences
- Professor Tony Wirth, School of Computing and Information Systems, Melbourne School of Engineering
In 2019, the MPRT program is being piloted in the Faculty of Medicine, Dentistry and Health Sciences. Following the pilot, the MPRT will be rolled out to the University more widely.
If you would like to have your teaching reviewed, please apply using the button below.
Who can have their teaching reviewed?
In 2019 the Melbourne Peer Review of Teaching (MPRT) program will be piloted with staff in MDHS and FBE. Early career academics and teaching specialist staff who are planning to apply for promotion or confirmation will be prioritised. Pending the pilot, the MPRT program will be rolled out on a voluntary basis to all teaching academic staff from 2020.
What kind of class can I select for the observation?
Any type of teaching context (e.g. online, large class, clinical) can be selected for the peer observation. Reviewers will observe up to 1 hour maximum.
In addition to the teaching observation, your teaching portfolio and subject outline will be considered in the review process.
Who will be my reviewer?
You will be assigned a reviewer from the Melbourne College of Reviewers. These expert reviewers have been appointed on the basis of their sustained personal record of demonstrated teaching excellence, innovation and/or leadership. To avoid potential conflicts of interest, you will not be allocated reviewers from your immediate department or unit. However, where possible, the assigned reviewer will be from the same broad field of study.
What is the difference between Tier 1 and Tier 2 peer review?
Tier 1 refers to Faculty/School-based peer review programs for ongoing collaborative professional development and teaching improvement. Tier 2 is a University-wide program (Melbourne Peer Review of Teaching) conducted by expert reviewers for the purpose of performance appraisal and formal recognition of teaching performance in line with the University’s Academic Performance Framework and the ACBI guidelines for Performance Development Review (PDR).
When are applications due?
Calls for applications will be made twice per year in February and June. The second round of applications for 2019 will open on Monday 3 June. More details will be available on the Melbourne CSHE website.
What does the review process entail?
Following a successful application, you will be notified of your reviewer and review date. You’ll also be asked to submit a teaching portfolio and subject outline 3 weeks before the review date. Within 2 weeks of the observation you will receive your reviewer’s report, and you will have the opportunity to prepare a short response to the report.
What criteria will reviewers use to evaluate the quality of my teaching?
Your teaching will be reviewed holistically based on your teaching portfolio, example of curriculum design (subject outline) and observation of teaching. Reviewers will use broad criteria for what constitutes ‘good university teaching’ based on research evidence. The primary focus will be on what you do (and how well) to engage students and facilitate their learning. In making an overall assessment of teaching practice, the reviewers may also refer to the University’s Academic Performance Framework which outlines expectations at each academic level.
What happens to the reviewer’s report?
Approximately two weeks after the observation, the Melbourne CSHE will send you the reviewer’s report.
In some circumstances, where participation in the MPRT program is required by faculties/schools it may be appropriate for the MCSHE, with your prior knowledge and consent, to send the reviewer’s report directly to academic supervisors or HR staff within the faculty/school.
How long is a review ‘valid’ for?
Review reports will be ‘valid’ for a three-year period.