Maria Yon

Peer Observation of Teaching: Perceptions of the Observer and the Observed

While peer observation of teaching is regarded as an important part of a faculty members promotion and tenure portfolio, little has been reported on its usefulness. Results from this study indicate that both observers and observees value the peer observation process, are neutral about the adequacy of observer training, use a variety of observation instruments but favor the written narrative, and believe their peer observation instruments are an effective measure of teaching. Although observers feel more stress about peer observations than observees, both groups experience minimal stress in participating in observations. Both groups also believe that peer observation reports are valid and useful.

Evidence of Effective Teaching: Perceptions of Peer Reviewers

Abstract The use of peers in the evaluation of teaching is part of a larger trend in postsecondary education toward a more systematic assessment of classroom performance. Many scholars believe that certain aspects of teaching can be assessed only by classroom observation. This study examines the use that peer reviewers make of teaching products, especially peer observation reports, during the promotion and tenure review process. Results indicate that peer observation reports are seen as an important component in evaluating teaching effectiveness, though perhaps not the best indicator of effective teaching. Despite flaws in peer observation instruments, the results from classroom observation are seen as valid and are used in deliberations about faculty teaching performance.