Definitions:
Formative peer observation assists in the improvement of
teaching. Summative peer observation involves the evaluation of
teaching effectiveness used for merit, promotion, and/or tenure decisions.
Both formative and summative observations can be based on the same
observation instruments.
Rationale/Purpose Statement:
- 40% of colleges and universities now use peer classroom observation.
- Observations offer insight regarding the improvement of teaching.
- Higher education settings are currently moving toward multiple
observation formats.
Strengths/ Advantages of Peer Observation:
- Gaining new ideas and perspectives about teaching from colleague(s);
- Both observer and observe may improve teaching ability;
Weaknesses/ Disadvantages of Peer Observation:
- Possible bias relating to the observer's own beliefs about teaching;
- Without a systematic approach--including observer training, multiple
visits, and use of reliable observation instruments--peer observation is
not a valid method for summative evaluation.
- For more on the problems inherent in peer observation and questions to
ask when contemplating peer observation, see Rebecca Brent and Richard
Felder's
It Takes One to Know One.
Peer Observation Training:
If peer observation is to be used for summative purposes, training peer
observers is necessary. It helps them focus on specific criteria essential
to completing a reliable and valid observation. Training can be completed in
a meeting or via a training videotape. A training manual can also be
helpful.
The Pre-Observation Conference. Guidelines:
The purpose of the pre-observation conference is to review the teacher's
teaching plan, including the lesson goal, objective, strategies/methodology,
and assessment. The following is a list of questions that the observer might
ask the teacher:
- What is the main goal of your course?
- What is the main goal of the course session to be observed?
- What is your specific objective for the course session to be observed?
In other words, what do you expect the learners to be able to know and do
by the end of your session?
- What strategies/ methods will you use to help the learners to reach
this objective?
- How will you assess whether the learners reached this objective? In
other words, how will they show that they know and can do what you
expected of them?
- Do you have any concerns that you would like the observer to address?
For documents that will help you conduct a pre-observation conference,
see the University of Wisconsin--Madison
Pre-Observation
Conference form. See also the University of Minnesota
GRAD
8102 Pre-Observation form. A version of the form is also available as a
pdf
document. To view this document, you must have the
Adobe Acrobat Reader installed on your
computer.
The Peer Observation. Guidelines:
Observation Instruments:
Planning and implementing a systematic approach to observation reduces bias
and unreliability. The three most common instruments are checklists, rating
scales, and open-ended narratives (written analysis). Seldin recommends a
combination of two instruments. When choosing observation instruments, keep
in mind that
- forms and checklists help standardize observations, making the
observation more reliable;
- viewing a videotape of one's teaching and then completing an
observation instrument is a feasible option;
- the blank sheet observation is not reliable and therefore is not
recommended for summative purposes. However, for formative purposes,
copious notes about what is taking place during the class can be the most
useful prompt for discussion.
For sample instruments, see the
Class Observation Instruments page.
The Post-Observation Conference. Guidelines:
- Schedule this conference within a week of the observation.
- Review results from the completed Classroom Observation Instrument(s).
- Begin the conference with a positive comment (i.e., "I really enjoyed
your class...").
- Provide honest, constructive feedback. For the characteristics of
useful feedback, see the
GRAD 8102
Guidelines for Useful Feedback.
Observable Characteristics of Effective Teachers:
- Begins class promptly and in a well-organized way.
- Treats students with respect and caring.
- Provides the significance/importance of information to be learned.
- Provides clear explanations.
- Holds attention and respect of students….practices effective classroom
management.
- Uses active, hands-on student learning.
- Varies his/her instructional techniques.
- Provides clear, specific expectations for assignments.
- Provides frequent and immediate feedback to students on their
performance. Praises student answers and uses probing questions to
clarify/elaborate answers.
- Provides many concrete, real life, practical examples.
- Draws inferences from examples/models….and uses analogies.
- Creates a class environment which is comfortable for students….allows
students to speak freely.
- Teaches at an appropriately fast pace, stopping to check student
understanding and engagement.
- Communicates at the level of all students in class.
- Has a sense of humor!
- Uses nonverbal behavior, such as gestures, walking around, and eye
contact to reinforce his/her comments.
- Presents him/herself in class as "real people."
- Focuses on the class objective and does not let class get sidetracked.
- Uses feedback from students (and others) to assess and improve
teaching.
- Reflects on own teaching to improve it.
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