Peer Review of Teaching: Multiple Raters Peer review of teaching is relatively new in many academic programs. Primarily focused on formative, rather than summative, assessment, peer reviews differ in types of artifacts and teaching behaviors observed during the review. The purpose of this study was to begin a preliminary investigation of peer review of teaching among ... Article
Article  |   October 01, 2009
Peer Review of Teaching: Multiple Raters
Author Affiliations & Notes
  • Raul Prezas
    Wichita State University, Wichita, KS
  • Mark Shaver
    Wichita State University, Wichita, KS
  • Tara Carlson
    Wichita State University, Wichita, KS
  • J. Scott Taylor
    Wichita State University, Wichita, KS
  • Rosalind Scudder
    Wichita State University, Wichita, KS
Article Information
Professional Issues & Training / Articles
Article   |   October 01, 2009
Peer Review of Teaching: Multiple Raters
SIG 10 Perspectives on Issues in Higher Education, October 2009, Vol. 12, 59-63. doi:10.1044/ihe12.2.59
SIG 10 Perspectives on Issues in Higher Education, October 2009, Vol. 12, 59-63. doi:10.1044/ihe12.2.59
Abstract

Peer review of teaching is relatively new in many academic programs. Primarily focused on formative, rather than summative, assessment, peer reviews differ in types of artifacts and teaching behaviors observed during the review. The purpose of this study was to begin a preliminary investigation of peer review of teaching among internal faculty. Two faculty members in the Department of Communication Sciences and Disorders (CSD) at Wichita State University participated in this study. Both instructors agreed to have one class session each videotaped within the same week. Two comparable 10-minute presentation segments were selected and edited from the recordings. The recordings were then viewed and rated in counter-balanced order by 17 faculty peers in CSD programs. Ratings were collected using a 5-point Likert scale rating form, which was created for the study. Results were found to be generally positive with mean ratings of 2.23 (s.d = 1.19) and 2.41 (s.d. = 1.19) for the two instructors. Interestingly, both videotapes exhibited an order effect when low responses were removed. These findings are presented as well as questions to be examined in future studies.

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