A Multidimensional Model for Peer Evaluation of Teaching Effectiveness
Abstract
The current practice of peer evaluation of teaching effectiveness, which emphasizes observer perception of observable teacher behavior, provides only a limited and limiting understanding of classroom processes. This article proposes a broader concept of peer evaluation, in which the perspectives of the teacher, the learners, and the observer are taken into consideration. It is also argued that three basic principles--intention/interpretation, advisement/appraisement, and acceptability/accessibility--must necessarily and minimally guide peer evaluation. In accordance with these concepts, the article presents a four-part, multidimensional model that can be adopted and adapted by various academic units to meet their specific needs, wants, and situations.
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