Peer Review Form

Peer Review Overview

  • Observations of Classroom Teaching
    • Pre-Observation Consultations
    • Actual Classroom Visits
    • Post-Observation Consultations
  • Evaluation of Teaching Materials
  • Review of the Out-of-Class Teaching Related Activities

Pre-Observation Consultations

  • What is the topic of the lecture that I will observe?
  • What teaching approaches will you use (lecture, homework discussion, handouts, video presentations, computer demonstrations)?
  • What kind of students do you have in this class (seniors, majors)?
  • What can I expect you to be doing in class?
  • What are your goals for this class session?
  • What do you expect students to be doing in class to reach your stated goals?
  • What do you hope students will gain from this session?
  • What have students been asked to do to prepare for this class?
  • What was done in earlier classes to lead up to this one?
  • Will this class be generally typical of your teaching? If not, what will be different?
  • Is there anything in particular that you would like me to focus on during the class?

Classroom Visits

  • Knowledge of the Subject
    • Is the depth and breadth of material covered appropriate to the level of the course and the group of students?
    • Does the instructor incorporate recent developments in the discipline?
    • Is the content presented considered important within the discipline and within related disciplines?
    • Does the instructor exhibit mastery of the content?
    • Is the instructor able to solve or otherwise deal with problems raised during the lecture?
  • Enthusiasm
    • Does the instructor use facial expressions, posture, or motion to sustain student interest?
    • Does the instructor maintain eye contact with students?
    • Does the instructor talk to the class, not to the board or windows?
    • Does the instructor demonstrate enthusiasm for the subject?
    • Does the instructor demonstrate enthusiasm for teaching?
  • Sensitivity
    • Is the instructor able to call on the students by name?
    • Does the instructor ask questions that allow the instructor to gauge students’ progress?
    • Do the instructor’s questions match the difficulty level of the material?
    • Does the instructor pause after questions to allow students time to think of an answer?
    • Does the instructor, when necessary, ask students to clarify their answers?
    • What level of questions does the instructor ask? Lower level questions generally have a right answer and require students to recall or list facts. Higher-level questions ask students to generalize, compare, contrast, or analyze information.
    • Does the instructor encourage student questions and receive student questions politely and, when possible, enthusiastically?
    • Is the instructor receptive to student suggestions or viewpoints contrary to his or her own?
    • Does the instructor recognize and respond to signs of puzzlement, boredom, and curiosity?
    • What do the students think can be done for the instructor to improve the class?
  • Preparation and Organization
    • Does the instructor provide an overview of the lecture content?
    • Is the sequence of the content covered logically?
    • Is the instructor able to present and explain the content clearly?
    • Does the instructor provide smooth transitions from topic to topic?
    • Does the instructor make distinctions between major and minor points?
    • Does the instructor provide occasional summaries and restatements of important ideas?
    • Does the instructor use clear and simple examples and illustrations to clarify difficult or abstract ideas?
    • Does the instructor provide alternative explanations to explain new concepts?
    • Does the instructor summarize and integrate major points of the lecture or discussion at the end of class?
    • Are homework or reading assignments listed in the syllabus or announced hurriedly?
    • Does the instructor do more than what textbooks, well-constructed readings, and other materials can do?
    • Overall, does the instructor appear well prepared for class?
  • Clarity and Understandableness
    • Can the instructor’s voice be easily heard?
    • Was the instructor’s voice raised or lowered for variety and emphasis?
    • Is the rate of speech appropriate for notetaking; neither too fast nor too slow?
    • Does the instructor use speech filters or end sentences with meaningless words (e.g., you know – ahm – OK )?
    • Does the instructor engage in any habits that distract from the presentation (e.g., excessive pacing, fiddling with objects, etc.)?
    • Is the boardwork legible and organized?
    • Are overheads readable and uncluttered?

Post-Observation Consultations*

  • In general, how did you think the class went?
  • How did you feel about your teaching during the class?
  • Did students accomplish the goals you had planned for this class?
  • Is there anything that worked well for you in the class today that you particularly liked? Does that usually go well?
  • Is there anything that did not work well in class? Is that typically a problem area for you?
  • What were your teaching strengths?
  • Did you notice anything you improved on or any personal goals you met?
  • What are your teaching problems-areas that still need improvement?
  • Do you have any suggestions or strategies for improvement?

* Questions from the reviewer to the instructor being reviewed.

Evaluation of Teaching Materials

  • Course Objectives
    • The course objectives are congruent with the department curricula.
    • The course is an adequate prerequisite for other courses.
    • The state course objectives are clear.
    • The course integrates recent developments in the field.
    • Students are given the course requirements in writing at the beginning of the course.
    • The syllabus adequately outlines the sequence of topics to be covered.
    • The outline and sequence of topics are logical.
    • The difficulty level is appropriate for the enrolled students.
    • Time given to each of the major course topics is appropriate.
  • Teaching Aids
    • The reading list is up to date and represents the work of recognized authorities.
    • Readings are appropriate for level of the course.
    • The texts used in the course are well selected.
    • Outlines, overheads, slide, and other lecture aids are accurate and clear.
    • Computer-assisted teaching tools are appropriate, accessible, and understandable.
  • Assignments
    • Students are given ample time to complete the assignments and/or take-home exams.
    • The amount of homework and assignments is appropriate.
    • The written assignments and projects are carefully chosen to reflect course goals.
    • A variety of pedagogical methods are available to meet individual student needs.
    • The assignments are intellectually challenging to the students.
    • Discussion problems are appropriate and valuable.
  • Examinations
    • The exam content is representative of the course content and objectives.
    • The exam items are clear and well written.
    • The exams are graded in a fair manner and the standards used for grading are communicated to the students.
    • The grade distribution is appropriate for the level of course and type of students enrolled.

Time Estimates: Colleague’s (Reviewer) Time Commitment

The following information assumes a Minimum of Two Classroom Observations

Colleague’s Time Commitment


Hours Needed

Pre-Observation Consultations


Classroom Visits 2-1/2
Assuming a 75-minute class period


Post-Observation Consultations


Teaching Materials Evaluation


Review of Out-of-Class
Teaching Related Activities


Write-up of Peer Review Document

3 .5