Top 10 Tips for Peer Review

Top tips for a beneficial peer review of teaching

1. Recognise the benefits. Determine to make the most of the
   opportunity this confidential exchange provides both
   colleagues for a professional dialogue about teaching practice.
2. Be organised. Make early contact with your peer review
   partner.
3. Identify a focus. When preparing to be reviewed, carefully
   consider which aspects of the session you would particularly like
   to discuss.
4. Be prepared. As the reviewer, take the opportunity to consider
   the context of the session you will be reviewing (e.g. have a look
   at the module site, review the assignment brief or assessment
   diet, or look at some feedback samples)
5. Plan to meet. Before the session, agree where and when you
   will meet afterwards for discussion. This should take place as
   soon as possible so everything is fresh in your minds.
6. Choose your spot. If it is a session observation, think about
   where you want your reviewer to sit so they can observe your
   activities as well as the responses of the students.
7. Communicate to the class. As the reviewee, consider how you
   will introduce the reviewer to the class. It is beneficial for
   students to understand that peer review is a key part of our
   professional development and an important aspect of quality
   enhancement within the University.
8. Discuss, don’t judge. As the reviewer, try not to make
   judgemental comments, notice what happens rather than your
   interpretation of it. Try to ask searching questions to prompt
   discussion eg “You chose to do X at one point, why was that?
   Can you explain what you were hoping to achieve by Y?” “How
   does Z link to other aspects of the module?” “In what way do you
   hope your online materials support student learning?”
9. Be open minded. As a reviewee try not to be defensive but see
   this discussion as a chance for you both to advance your
   understanding and skills.
10. Disseminate good practice. As well as completing the official
    feedback form (PRF3) consider how you can share what you
    have learned informally within your school e.g. at a lunchtime
    seminar or group discussion with colleagues.