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
- 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?
- 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?
- 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?
- 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
rightanswer 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.,
- 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?
- 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.
- 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.
- 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
Classroom Visits 2-1/2
Teaching Materials Evaluation
Review of Out-of-Class
Write-up of Peer Review Document