Peer Review of Teaching

With a little help from my peers

Supportive and collaborative relationships are one of the best ways to enhance teaching and learning outcomes, and it’s through personal reflection and taking action on feedback, that fresh insights into teaching practice and teaching strategies become possible.

Peer Review of Teaching will be conducted in two ways:

  1. As Formative Peer Review, through collegial input into and reflection on your teaching. Its aim is to support professional growth.
  2. As Summative Peer Review, through collegial input into and reflection on your teaching. Its aim is to document your practice at a point in time and add this peer perspective into an application for Promotion.

To request a Formative or Summative Peer Review of Teaching, register with PeerView and sign-in.

PeerView Login

Peer Review has long been part of research where peers give feeback on our research outputs. This applies to our teaching too. Gaining feedback through supportive and collegial relationships are one of the best ways to enhance teaching.

It’s all about you

As a participant, you will be provided with the tools to examine your own practice before engaging with your reviewer and acting on the feedback provided.

Being a critical friend

As a reviewer, you will be supporting your peers and actively contributing to educational development and educational leadership within your faculty. This experience of observing and learning from others can also be used as evidence of your contribution to education for promotion or as part of your annual performance review.

The process

For both Formative and Summative Peer Review of Teaching, the process is  based on three parts. The Review process will start with the participant undertaking a self review on practice. Once completed, a Reviewer will observe the participant teaching and the process concludes with feedback provided as a written report. All Reviewers will have completed a training program about how to conduct peer reviews and observe teaching. Many of the Reviewers will be colleagues who have been recognised for their teaching excellence and commitment to Education at Monash.

The self-review

Reflecting on one’s abilities is a skill in its own right. You will  evaluate your practice and identify specific teaching areas you would like feedback on.

Briefing conversation

Prior to the review, it is recommended both the participant and reviewer have a purposeful conversation around your teaching intentions and practice. Together you can identify specific areas for feedback and confirm the review date.

The review

A reviewer will observe a session that you teach for about an hour or two. They will sit as unobtrusively as they can in the session. They will likely take notes on what they observe and feed this back to you in their review report.

Peer review and online teaching

Peer review is set up to review online teaching. On PeerView.Monash, you will be asked to select from two options:

  1. A real-time online session where you are teaching and engaging with students virtually but in real-time (eg. a workshop/ lecture type session through Zoom or another platform where you and your students are together simultaneously).
  2. A time-shifted online session where you are ‘teaching’ students through a set of learning activities that you’ve designed (usually on Moodle) which they may do at any time in a given period.

While a lecture recording where you are speaking to students for up to 50 minutes may be a basis of a peer review, it is preferable to select a session for review in which the reviewer can observe your interaction with students. This can be achieved through both synchronous or asynchronous teaching using a range of platforms. Select the session that you feel offers you the best chance to demonstrate your engagement with students.

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Frequently asked questions