Guidance for Peer Reviews

Often, a peer review involves a “drive-by” observation of a single class period, with the reviewer largely unaware of the work that went into designing and teaching the course. We advocate for a different approach, one that emphasizes the intellectual work involved in developing lesson plans, assignments, and other course elements. A high-quality peer review also emphasizes an instructor’s efforts to improve student learning. This page outlines an adaptable process for reviewing such aspects of teaching, including pre-meeting conversations, observation tips, post-meeting discussions, and documenting insights from the process.

See our piece in the Chronicle of Higher Education on How Peer Review Could Improve Our Teaching

Peer review of teaching should include an analysis of the instructor’s plan for student learning, including material selection, goals, methods of measuring learning, indicators of success in learning, and use of time with students during scheduled classes, studios, or labs. The best way to review this information is through a conversation between the reviewer and course instructor, organized around a set of course materials. The peer review may also include observation of one or more class periods, with a conversation before (and ideally, after) the observation. To document what was uncovered in the process, the reviewer can produce a letter summarizing the peer review.

The Benchmarks for Teaching Effectiveness Framework can provide structure and consistency to the peer review process and documentation by identifying clear dimensions of teaching activities to be reviewed, along with guiding questions, defined expectations and possible sources of evidence. Reviewers can also use the downloadable Peer Review Guides (see sidebar) to structure peer review conversations and review of course materials. 

Process for instructor being reviewed

For guidance on how an instructor can prepare for a peer review of teaching, refer to Guidance for Instructors to Represent Their Own Teaching.

Process for the Reviewer

Begin by clarifying the objectives of the peer review. Knowing what you and the instructor being reviewed want to get out of the process can help you decide whether to center the review on a single conversation or whether you want to include a classroom observation as part of the review. If you or the instructor want feedback on course dimensions that could only be observed in class (for example, class strategies or student engagement) a classroom visit, with a conversation before and after would be ideal. Below we offer guidance for each approach.

Preparing for the Conversation:
  • Review key course materials such as the syllabus, assignments, and student work.
  • Ask the instructor for any additional insights or reflections on their course design and teaching approach.
  • Clarify the objectives of the upcoming conversation from both the reviewer and reviewee’s perspectives. For example, are there particular dimensions of course design or instructional methods the reviewee hopes to get feedback on, or that the reviewer is particularly interested in?
Conducting the Conversation:

The Course Peer Review Protocol suggests prompts to help guide the conversation. See the protocol in the sidebar for more details.

  • Discuss the course’s alignment with departmental and institutional goals.
  • Explore the teaching practices, strategies, and student engagement techniques employed by the instructor.
  • Assess the impact of the course on student learning, supported by evidence, and explore efforts made to improve the level or consistency of student achievement.
  • Discuss how the instructor’s teaching has evolved based on student learning evidence and feedback, identifying challenges and changes over time.
  • Provide feedback on specific aspects of teaching that the instructor seeks to improve or highlight.
Documenting What You Learned:
  • Prepare a reflective summary focusing on insights from the conversation.
  • Include specific examples and actionable suggestions for continuous improvement.

See the Online Course Peer Review Guide in the sidebar for helpful prompts.

  • Adapt the preparation and conversation to discuss the unique aspects of online teaching.
  • Request relevant digital materials, such as the online course structure, assignments, and examples of student work. The Benchmarks Protocol for Peer Review of Online Teaching provides detailed guidance on what to look for in online course design and administration.
  • During the conversation, focus on online teaching practices, engagement strategies, alignment with learning goals, and the challenges and successes of online instruction.
  • Document your observations and insights specific to the online teaching environment in the peer review document.
Preparing for the Pre-Observation Conversation:
  • Gather and review essential course materials, including the syllabus, assignments, and examples of student work.
  • Request the instructor’s reflections on course goals, instructional design, and student learning outcomes.
Conducting the Pre-Observation Conversation: 

The Course Peer Review Protocol suggests prompts to help guide the conversation. See the protocol in the sidebar for more details.

  • Clarify the objectives of the observation from both the reviewer and reviewee’s perspectives. For example, the instructor being reviewed might be interested in feedback on a particular dimension of course design or an aspect of teaching they consider particularly challenging. T Reviewers might be especially interested in how the instructor is addressing a learning outcome that relates to their own courses.
  • Review the schedule for the day of the visit, confirming any pre-class preparatory work and the intended focus of the day's activities.
  • Address any questions or concerns the instructor may have about the review process.
  • Explore the teaching methods and strategies the instructor plans to employ during the observed class period.
Observing During the Visit:
  • Evaluate the clarity and appropriateness of learning goals communicated during the class.
  • Assess the alignment between in-class activities and learning objectives.
  • Observe teaching practices and student engagement, noting the methods used (lecture, discussion, group work).
  • Look for indicators of student understanding and achievement of learning outcomes and the instructor’s response to those indicators. 
  • Gauge the overall classroom climate. For example, to what degree does the climate promote student-student and student-teacher dialogue? What is the instructor doing to create a welcoming and respectful class environment?
Conducting an (Optional) Follow-Up Conversation:
  • Schedule a follow-up conversation to debrief with the instructor.
  • Discuss the alignment between intended outcomes and observed results.
  • Assess the instructor's reflections on student learning based on the class period.
  • Provide constructive feedback, highlighting strengths and suggesting areas for improvement.
  • Explore potential adjustments for future course offerings.
Documenting What You Learned:
  • Prepare a reflective document summarizing the peer review.
  • Reference specific evidence and examples discussed during the conversation and observation.
  • Capture key takeaways from the pre-observation conversation and observation about the learning goals, teaching practices used, class climate, and evidence of achievement of learning goals. What actionable insights can you offer for continuous improvement?

As mentioned above, the Benchmarks Framework can guide your peer review while making it more useful and consistent. The Benchmarks Rubric helps identify dimensions of teaching to be reviewed (e.g., achievement of learning outcomes) and provides details about what to look for within each dimension (e.g., using formal and informal assessments to gauge student achievement of desired outcomes).

We offer three peer review guides, each tailored to different aspects of teaching evaluation and aligned with the Benchmarks Framework. These guides, available in the sidebar, provide structured approaches for enhancing teaching effectiveness and fostering a culture of continuous improvement.

  • Course Peer Review Protocol – This guide emphasizes a detailed analysis of an instructor’s learning plan, including material selection, student learning goals, assessment methods, and use of time. It outlines a structured conversation between the reviewer and instructor, which may include classroom observations and a summary document of key findings.
  • Online Course Peer Review Guide – Evaluating online courses requires a nuanced approach. This guide, aligned with the Benchmarks Framework, provides practical steps for reviewing online teaching, focusing on course organization, interaction, and feedback within online or hybrid courses. It includes a structured conversation with the instructor and a review of course materials and the learning management system.
  • Inclusive Teaching Peer Review Guide – Inclusive teaching practices support diversity, equity, and student success. This guide, available in the sidebar, offers a structured peer review process that encourages reflection on teaching strategies that promote equity and support diverse student populations.
Establish regular review cycles

This creates a more structured approach and helps shift away from rushed, sporadic reviews. This could involve reviewing a certain number of faculty members each semester or adopting a consistent annual schedule. This will allow you to plan peer reviews in advance, providing faculty members with a clear understanding of when they can expect feedback on their teaching.

Create Teaching Triads

Teaching triads consisting of three faculty members (or quads of four instructors) serve as a mechanism to support teaching mentorship and community building (as well as continuous improvement of teaching). Each member takes on the role of both mentor and mentee, fostering a collaborative learning environment. Schedule regular meetings within triads to discuss teaching experiences, share insights, and provide constructive feedback. Triads can offer diverse perspectives, enriching the mentorship experience.

Make teaching discussions regular

Create a system for faculty members to find teaching partners with similar interests or challenges. Provide a platform or support system for faculty members to connect and express their interest in collaborative teaching discussions. Encourage structured discussions between partners to exchange ideas, share teaching strategies, and offer mutual feedback.

Exploring alternative course observation methods

Consider other observation methods that offer additional third-party evidence of teaching approaches and effectiveness, such as:

Useful Resource Links