
The form you choose will guide the observer’s focus and prompt for some synthesis and evaluation of their observations.

Although presented as numbered steps, the procedure is not necessarily sequential. Here is one approach to peer observation of teaching for evaluation, which could be adapted to meet departmental needs. To be fair, classroom observers can use a specific protocol and feedback form to guide their observations and report. In addition, an observer may be distracted by the subject matter -considering whether their favorite part of the subject is given sufficient emphasis. Without guidance, observers may be using different criteria to judge teaching for example, some observers may wish to see smoothly delivered lectures, others may recognize the importance (and messiness) of active learning. Peer observations of teaching can add information to student ratings to evaluate teaching and provide additional benefits to a department.Ĭlassroom observations by other instructors can provide useful information about teaching but should be implemented thoughtfully. To complement student ratings, there are other measures of teaching effectiveness (see Berk 20) some may be impractical to implement immediately because of the time required, like alumni surveys or employer feedback.

Student ratings are one way to assess teaching, but may be biased by the gender and race of the instructor and may not be reflective of student learning ( see summaries of research). Accurate and fair evaluations of teaching effectiveness should include multiple means of measurement.
