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
  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.