Peer Review of Teaching: Improving College Instruction Through Formative Assessment
Abstract
This article looks at the use of collaborative peer review for instructional improvement. First, a rationale is established for formative evaluation of teaching, for peer review as an element in the process of instructional improvement, and for comprehensive faculty evaluation in which formative peer review is one of several components. Then the roles faculty might play in assessing their colleagues' teaching are examined. This is followed by a description of five methods employed in collaborative peer review and of programs in which peer review has been used. Next is a discussion of factors that may detract from or enhance faculty members' willingness to participate in this form of assessment. Finally, the effects of peer review participation on teaching, student learning, faculty morale and collegiality, and the tenure status of junior faculty are considered.
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