Peer Review of Teaching

Learning-centered peer review of teaching supports an emphasis on learning outcomes and provides a more evidence-based evaluation of teaching effectiveness. Forms to facilitate learning-centered peer review are available for download.

BYU has made important strides in recent years to focus the university more on student learning. However, the current practice of peer review of teaching continues to look primarily at the delivery of instruction. Currently, BYU is piloting a learning-centered approach to peer review of teaching in order to do the following:

  • Align peer review of teaching with the university’s emphasis on learning outcomes. Learning-centered peer review of teaching would be more congruent with the university’s desire to emphasize student learning. A similar alignment with student ratings would provide triangulating data regarding the role of teachers in catalyzing student learning.
     
  • Instill and refine learning-centered teaching practices. The review process would provide multiple opportunities to provide feedback and support to help faculty implement learning-centered teaching practices.
  • Provide more credible peer reviews of teaching for rank and status decisions. The examination of student learning provides a more common basis for the evaluation of teaching effectiveness. The proposed process provides for peer advocacy in the form of formative reviews as well as evidence-based recommendations through summative reviews. Together, these reviews establish a more credible case for due diligence and reliable, evidence-based conclusions.

Scope of Learning-Centered Peer Review

In terms of BYU’s stated policy on peer evaluation of teaching, the proposed revision primarily represents a shift in focus. In essence, this proposal seeks to elevate the priority of section 3.3.2, items F.1-3 regarding evidence of student learning. Other items in the policy document would play a supporting role as necessary to complete the evaluation. In short, learning-centered peer review of teaching seeks to describe the teacher’s contribution to student learning primarily by evaluating

  • learning outcomes
  • learning activities
  • learning assessments
  • completed samples of student work

Suggested Peer Review Process

The following provides an overview of one possible approach to learning-centered peer review of teaching.

  • Formative Review 1. Between the first and second year, a peer mentor (in partnership with a teaching and learning consultant if desired) would review the new faculty member’s teaching through evidence of student learning to provide formative feedback regarding teaching and student learning to the faculty member.
  • Summative Review 1 (3rd Year). Peer reviewers from the department’s rank and status committee would review the faculty member’s teaching through evidence of student learning to make recommendations for the faculty member’s status with the university.
  • Formative Review 2. Between the fourth and fifth year, the peer mentor (in partnership with a teaching and learning consultant if desired) would again review the faculty member’s teaching and would focus, in particular, on any recommendations from the third year review.
  • Summative Review 2 (6th Year). Peer reviewers from the department’s rank and status committee would review the faculty member’s teaching through evidence of student learning to make recommendations for the faculty member’s status with the university.

It is estimated that the peer reviewer will spend approximately four hours to complete the peer review process. If questions about student learning or teaching effectiveness arise from the above evaluation, peer reviewers may collect additional data or conduct other evaluative activities to answer such questions. The following pages represent suggested versions of forms that may help guide the review process. These forms can be modified to suit individual department or program needs.

Related Documents

All Learning-Centered Peer Review forms

Download a file which includes all of the forms for learning-centered peer review of teaching.

Course Purpose and Learning Outcomes

Download the individual form.

Learning Activities and Assessment

Download the individual form.

Student Achievement of Learning Outcomes

Download the individual form.

Classroom Interactions

Download the individual form.

For more information please contact Richard Swan, Associate Director