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:
- As Formative Peer Review, through collegial input into and reflection on your teaching. Its aim is to support professional growth.
- 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.
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.
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.
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.
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.
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:
- 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).
- 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.
To find out more, contact email@example.com
Frequently asked questions
Select a summative review when you are required to undertake a peer review for the purpose of a performance milestone eg promotion. You usually only undertake one of these.
Select a formative review to learn more about your teaching and to gain feedback. You can undertake as many of these as you wish.
Select this when your teaching session involves you being physically or virtually ‘present’ with learners and you are interacting with students (eg in a classroom setting, on Zoom)
Select this when your teaching session comprises a set of learning activities that you have pre-designed for students to work through to advance their learning and which they may do at any time in a given period (eg on Moodle)
You should receive a confirmation email of your request from PeerView.monash. Someone from your Faculty will allocate a reviewer to you. While you wait for confirmation, complete your Self Review.
You will be able to see who has been allocated to your Peer Review on PeerView.monash At that time, you or the reviewer can reach out to each other to have a conversation prior to your session.
You should receive a confirmation email of your request from PeerView.monash. When you request a formative review, you will have the option to select a reviewer from the pool of reviewers who have been trained to undertake reviews in your Faculty. Select one from the pool. They will be sent an automated email and will either accept or reject the review, depending on their availability. While you wait, complete your Self Review.
The Self Assessment is an opportunity for you to reflect on your practice overall (ie not on the teaching episode to be reviewed).
The Peer Review is an opportunity for an external party to observe and evaluate your practice within one teaching episode.
Yes, they should see this as soon as you have completed it. They must get to see it before your Peer Review is undertaken.
Yes, you can go back into PeerView.monash and adjust the date and time by clicking on the three dots on the left hand side of your review request. Select edit time and date.