ITLAL - Peer Observation Resource Book

Peer Observation and Assessment of Teaching	Download as a PDF
Executive Summary/Table of Contents
The term “peer observation” has come to mean many different things to different people. For the purposes of this document, we will be using this term to refer not only to actual classroom visitation and observation, but also to a broad range of activities related to assessment of teaching. This resource will consider six key components of Peer Observation of Teaching
I. Assessment of teaching and the role of peer observation (click for more) I. Assessment of teaching and the role of peer observation (click for less) Chapter 1: This section provides a rationale for using peer observation as a form of teaching assessment. If you have already decided to use peer observation, and understand why you are using it, you may want to skip this section and go to Part II
*II. The Story vs.the Snapshot: Peer Observation for both Formative* and Summative Assessment (click for more) II. The Story vs.the Snapshot: Peer Observation for both Formative and Summative Assessment (click for less) Chapter 2:** This section clarifies the different purposes of peer assessment. Will it be used primarily to improve teaching (formative)? Will it be used to evaluate teaching for administrative purposes (summative)? How you define your purpose will affect the process and instruments you use. If you are already clear on this distinction, you may want to skip this section and go to Part III.
*III. Formative* assessment of teaching using peer observation (click for more) III. Formative assessment of teaching using peer observation (click for less) Chapter 3:** This section offers practical ideas and strategies for using peer observation for “formative” purposes. Even if you want to use peer observation strictly for formal, administrative evaluation of teaching, we recommend that you consult this section first to see how best to create a sound base for evaluation of teaching.
*IV. Developing a departmental plan for formative* use of peer observation (click for more) IV. Developing a departmental plan for formative use of peer observation (click for less) Chapter 4:** This section discusses programmatic approaches to peer review for “formative” purposes. If your department wants to build a comprehensive process of peer observation to improve teaching, then this section will provide suggestions.
*V. Developing a departmental plan for summative* use of peer observation (click for more) V. Developing a departmental plan for summative use of peer observation (click for less) Chapter 5:** This section discusses peer review as part of the formal faculty evaluation process for tenure and promotion. The emphasis of this section is on “summative” assessment and how to build a system that is fair and effective.
VI. Choosing or designing an instrument to guide peer observation (click for more) VI. Choosing or designing an instrument to guide peer observation (click for less) Chapter 6: This section considers issues around selecting and designing appropriate instruments for peer observation.
Appendix. Downloadable forms for Peer Observation (click for more) Appendix. Downloadable forms for Peer Observation (click for less) General Guidelines for Peer Observation: For Instructor Conducting Observation General Guidelines for Peer Observation: For Instructor Being Observed Peer Observation Checklist PDF / WORD Ethnography-Style Peer Observation PDF / WORD

Adapted for the University at Albany with permission from The Center for Effective Teaching and Learning, University of Texas at El Paso, 2006