2 Models of Peer Observations of Teaching and Review
Depending on the context in which they are used, peer observations of teachings can encompass different models to serve summative or formative purposes:
Summative Observations of Teaching
- Summative observations of teaching focus mainly on assessment and evaluation, with teaching observations occurring at specific intervals to determine personnel decisions based on teaching performance, including hiring, appointment, renewal, promotion, tenure, and/or permeance. Teaching observations that are summative in scope are often submitted formally to the university as part of an application, faculty portfolio (also sometimes referred to as a dossier), or report. Summative observations of teaching commonly depend on an evaluative model that serves managerial or academic processes and monitoring to ensure compliance with educational quality and standards (Chism, 2007).
Formative Observations of Teaching
- Formative approaches to peer observations of teaching prioritize professional development through reflective dialogue, feedback, collaboration, and collegiality, with observations taking place at various stages to support the continuous improvement and growth of an educator. The feedback obtained during a formative teaching observation can be informal and separate from formal evaluations and reviews, or an instructor may choose to include them within applications, teaching portfolios, or reports for summative purposes when allowed or requested. Formative teaching observations commonly reflect either a developmental model where an educational expert (like an Educational Developer or expert teacher) serves as an observer to provide constructive feedback, or a collaborative model, which “involves an academic colleague observing each other in a reciprocal arrangement” to share, develop, and promote good teaching practices (Gosling, 2014; Fletcher, 2018).
Both summative and formative approaches to peer observations of teaching can each offer valuable insights and assessments of instructional skills and pedagogical practices. When used in a formative and collaborative model, however, peer observations of teaching provide an effective and ethical framework that supports the professional development of both instructors and observers (Gosling, 2014; Torres, et al., 2017). Due to these mutual benefits, collaborative approaches to peer observations of teaching have become a well-established tool used to support faculty development, with the capacity to enrich cultures of teaching and learning and collegiality within educational communities and institutions (Chism, 2007; Bell & Cooper, 2013; Carroll, et al., 2014; Yiend et al., 2014; Engin, 2016; Bell & Thomson, 2018; Hendry et al., 2021; O’Keeffe, et al., 2021; Christensen, et al., 2023).
|
Peer Observations of Teaching |
Summative Models |
Formative Models |
|
|
Feature |
Evaluative |
Developmental |
Collaborative |
|
Who is involved? |
Senior staff, or chosen evaluators |
Educational developers or expert teachers |
Peers/teachers/ colleagues |
|
Purpose
|
Used mainly for reporting, hiring, promotion, (re)appointment, tenure, permanence, and/or quality assurance purposes |
Used to develop teaching competencies and professional development in teaching |
Used to improve teaching practices and professional development in teaching through dialogue, self and mutual reflection |
|
Result
|
Report/judgement |
Feedback, report, action plan for improvement |
Analysis, reflection, discussion, wider experience, improvement and professional growth |
|
Verdict |
Pass/fail, score, ranking, or quality assessment |
Feedback on how to enhance teaching |
Non-judgmental, constructive feedback, facilitated dialogue |
|
Benefits |
Institution/department |
The instructor |
Mutual benefits for both involved |
Fig 1. Models of Peer Observations of Teaching and Review. Adapted from Fletcher, J. (2018). Peer Observation of Teaching: A Practical Tool in Higher Education. The Journal of Faculty Development, 32 (1), pg. 54.