TDU Talk
ISSUE 6 ▪ JULY/AUGUST 2010
PEER FEEDBACK
Learning with and from our peers - the potential for
teaching and learning improvement in universities
Dorothy Spiller, Senior Lecturer, Teaching Development Unit
Towards a model for peer observation and feedback
Dorothy Spiller, Senior Lecturer, Teaching Development Unit
The Feedback Process
Dorothy Spiller, Senior Lecturer, Teaching Development Unit
“
Best wishes for the new semester. We hope that the midyear break has been personally and professionally
rewarding for you.
In the current higher education context, we are being challenged
by government and our institutions to provide evidence of the
quality of our teaching. While professional accountability is
important, it is critical that quality documentation doesn‟t become
a self-contained ritualistic endeavour which has little bearing on the actual
learning experience of our students. The quest for quality must always be
accompanied by a corresponding interest in continuous development and
improvement. In the context of evaluations, feedback on teaching can provide
important information for reflection on and development of teaching.
Many of you generously took the time to respond to our survey on your
perceptions of student evaluations of teaching for our Ako Aotearoa Research
project. We are working our way through a huge volume of data but have made
some preliminary observations. While some respondents reported that they used
student feedback when planning course and teaching changes, others did not use
student feedback at all to improve their teaching. There were also respondents
who expressed mistrust of students and their ability to provide valid or useful
feedback on teaching. This range of responses to student feedback is consistent
with findings reported in the literature, and one strategy to improve the links
between student feedback and teaching improvement would be for teachers to
receive feedback on teaching from multiple sources. Peer feedback on teaching
could be one such source of feedback that can be read in conjunction with student
feedback.
ā
JULY/AUGUST 2010 • TDU TALK
In this edition of the magazine, we examine the benefits of and issues associated
with peer feedback on teaching and offer some guidelines and suggestions for
putting it into practice. In the articles that follow we focus on the formative uses
of peer feedback that is given for enhancing teaching and learning. According to
Chism (2007) “formative evaluation describes activities that provide teachers with
information that they can use to improve their teaching. The information is
intended for their personal use, rather than public inspection, and thus is private
and confidential” (p.5).
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The discussion in this magazine mainly relates to observation of classroom
teaching, which is only one element in the teaching and learning process. Once a
culture of peer feedback is in place, peers can offer feedback on many other
teaching components such as paper outlines, assessment design and tasks.
I hope that this magazine will provide some helpful first steps in thinking about
and planning for the implementation of peer feedback processes at Waikato
University.
Best wishes
Dorothy Spiller
.”
Be mentored or be
a mentor…
www.waikato.ac.nz/hrm/mentor
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JULY/AUGUST 2010 • TDU TALK
Dorothy Spiller, Senior Lecturer, Teaching Development Unit
Why peer feedback on teaching?
Internationally, there is an increasing recognition of the need to
complement generic teaching development with learning about teaching in
discipline-specific contexts (Jenkins, 1996). Additionally, some of the
appraisals literature acknowledges the usefulness of collaborative discipline
-based communities to help in the interpretation of student evaluations and
implementation of teaching changes that are responsive to this feedback.
Furthermore, a common theme in the student evaluations literature is the
recognition of the importance of multiple sources of feedback, both for
validity but also for a richer and multi-faceted perspective on one‟s
teaching. These are all good reasons to think about peer feedback. More
broadly, establishing a peer feedback culture is another way in which
departmental conversations around teaching can be fostered.
We know from our experience as teachers that the act of providing
feedback to others is a powerful spur to deeper analysis about what
constitutes quality. Thus in establishing a peer feedback regime, we can
provide a climate in which both givers and receivers of feedback can
deepen their understanding of effective teaching practices that promote
quality learning. More generally, there are other potential benefits to
instituting a culture of peer feedback. From our perspective one of the
barriers to the development of an open, mutually supportive campus culture
around teaching is an inherited notion about the private nature of our
classroom and all matters related to our teaching. This impedes the
enormous developmental possibilities offered to teachers from watching
each other at work. As academic developers we can share our research
informed ideas and observations based on experience with our colleagues.
But it is incredibly powerful to see and experience other practitioners
actually implementing the ideas and approaches that we teach. We have
found over the years that some of the most popular TDU workshops have
been those in which teachers demonstrate or talk about aspects of their
practice. It is also true that these kind of workshops lead to very fertile
discussion environments because of the range of perspectives that are
introduced. As Bell (2001) observes, “truly collegial and developmental
activities involving observation encourage shared critical reflection on real
life teaching experiences-and can lead to transformation of both perspective
and practice” (p.29).
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Issues for academics
For everybody involved, peer feedback can inform teaching and learning
processes and provide us with ongoing insights for continuous
improvement of our practice. However, while peer feedback is the norm in
many organisational contexts and in other educational sectors, it has not
been widely used in relation to teaching in universities (Bell, 2001). There
are a number of possible explanations for this:
A tradition of privacy around teaching
While academics have to submit their articles for peer review, we are often
less comfortable about the idea of people observing and commenting on
our classroom practice or other aspects of our teaching such as assessment
and course design. Some of this reticence is just about habits and attitudes
deeply embedded in the culture. But we cannot ignore feelings of
sensitivity around teaching. As Palmer (1998) reminds us, teaching occurs
at the intersection of the personal and the professional which makes us very
vulnerable as teachers. If we engage with our whole being in the teaching
and learning process, we may naturally feel fragile about getting feedback
from our peers.
At the same time, as has been suggested, it seems a pity to eschew the
potential opportunity for professional and personal growth as a teacher and
the chance to create a collaborative culture to critique, inform and support
our teaching. We need to ensure that certain elements are in place to protect
individuals as well as possible and to make the feedback process
constructive and productive for everybody including the teachers involved,
the department as a whole and of course for the students‟ learning
experience.
Palmer (1998)
In this respect we need to establish:
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guidelines for the selection of peer observers
a set of criteria for providing feedback
an agreed on process for the giving and receiving of feedback
the option of further help in interpreting peer feedback
the option of additional support to incorporate peer feedback in teaching
improvements.
protocols around confidentiality
agreement about when, how and by whom the feedback information can
be used.
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Concern about the uses of peer feedback information
Bell (2001) observes that an aspect of academics‟ reluctance to participate
in a peer observation relates to the possible summative use of the feedback
provided by peers for management purposes and the notion that this
information could inform career advancement decisions. Academics may
feel uncomfortable about peers having a direct influence on their promotion
chances, especially in the current competitive environment when many
people may be feeling insecure about their future.
In this context, it may be preferable for peer observation to be entirely
separate from the formal appraisals system. Braskamp and Ory (1994,
p.202) argue that peer observations are “particularly useful in a program of
faculty self-assessment and improvement” and the process in this regard
can be flexible and informal. Formative peer feedback can be
conceptualised as inviting a critical friend to support self-reflection and
professional development. If the institution wants assurance that teachers
are utilising this additional source for professional development, academics
may need to demonstrate evidence that they have been observed by a peer
and indicate how they have used some of the feedback. When peer
observation and feedback is introduced primarily for developmental
purposes, there should be no necessity for academics to actually show the
details of the feedback for appraisals purposes. Similarly, it is
recommended that feedback should be qualitative and that no attempt
should be made to rank the quality of a colleague‟s teaching practice.
Fears about personal and subjective bias in colleagues’ feedback
Bell (2001) cites the observation of Centra (1993) that academics may be
concerned about the “subjective nature of peer observation and
feedback” (p.30). Inevitably, all judgements involve some personal
assessments about what is of value, but good processes and agreed criteria
can provide both giver and receiver with a format and language that helps
to take peer feedback beyond the realm of personal pettiness. It is also
possible to set up a process in which the receiver can select an observer and
choose or negotiate the areas on which they would like feedback. It is likely
that if peer observation and feedback became normalised in the university,
people would become less apprehensive about the personal dimension.
Furthermore, if peer feedback is used entirely for developmental purposes
and not for measurement and career advancement, it gives a greater
freedom to everybody involved in the process.
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Peer observation and feedback takes time away from research
Reportedly, some academics foresee that peer observation and feedback
will reduce the already limited time available for research. While the
process will inevitably mean an additional focus on teaching matters, it is
important to have a well-designed model and guidelines so that the process
is streamlined and efficient.
In the next part of this magazine, I will examine some guidelines for peer
feedback on teaching. I invite you to begin thinking about how these ideas
could be refined and adapted into a model that could be appropriate for this
university and your department.
6-9 September 2010, Melbourne
www.alara.net.au
19-22 October 2010, Liverpool, UK
17-19 November 2010, University of Waikato, Hamilton
www.nzethnographyconference.com
25-26 November 2010, University of Lincoln, Christchurch
http://www.lincoln.ac.nz/AHEEF-2010
A Working Group within Massey University is looking at how to break
down barriers across previously separate units and/or qualifications
and investigate different ways of encouraging interdisciplinary
activities.
This Working Group is specifically looking at gathering ideas with the
aim of: developing shared understanding of the value of
interdisciplinary approaches to learning and teaching; considering
options for (and making recommendations on) mechanisms to support
integration (and/or interdisciplinary activities); and considering options
for a broader approach to integration across the university,
If you would like to share experiences, suggest people/Universities
who could provide any up to date and helpful references relevant to
this area, contact Gordon Suddaby, Director: Academic Development
and eLearning.
Phone: (06) 350 5799 ext 5421
Email: [email protected]
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JULY/AUGUST 2010 • TDU TALK
Dorothy Spiller, Senior Lecturer, Teaching Development Unit
Setting up peer feedback
There are a number of key aspects to consider before any process of peer
feedback is put into place.
These include:
Institutional leadership and support
Chism (2007) argues that the implementation of peer feedback systems
across an institution needs to be supported by institutional expectations and
the articulation of broad principles at the institutional level. Then each
department will develop the particulars of its peer feedback system to align
with their own discipline and environment. Chism (2007) suggests some
helpful preliminary steps that could assist a department in the process.
These include surveys or discussions to elicit readiness to undertake the
process and getting agreement across the department about designing a
scheme that will help to address reservations. Once the shape of the
process has been agreed on, then departmental members need opportunities
to practise giving feedback. Practice sessions can use videotaped recordings
and an external person (for example, from TDU) can be brought in to
facilitate a practice session. These sessions will not only sharpen
understanding of the process, but will also stimulate departmental
discussions about teaching.
Who will do the observation and provide the feedback?
Given the traditionally private nature of teaching at university and the
sensitivities that people have about being observed, selecting an appropriate
person to undertake the observation and provide feedback on teaching, is
obviously very important for the success of the process. Some systems
require the observer to be a highly experienced teacher. However, this
arrangement can create its own issues. In the first instance, there is no
guarantee that a teacher who has taught for a long time has developed a
thoughtful pedagogical understanding. Secondly, too big a gap in seniority
may make it difficult to achieve frank and open dialogue. One simple and
generally effective strategy is for a person to choose someone from their
discipline whom they would like to observe them and provide feedback on
their teaching. This is the system used in the peer observation of feedback
process which is part of the tertiary teaching qualification at the University
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of Wollongong (Bell, 2001). In this scheme the person who is learning
through observation, feedback and reflection also gets the opportunity to sit
in on one of their support colleague‟s classes. This enables learning about
teaching through modelling, establishes greater equality and enriches the
forum for discussion about teaching.
The peer observation process can be designed as a buddy system in which
both parties observe and give feedback on each other‟s teaching (or in
triads). Such a process could improve the comfort levels of everyone
involved.
Jarzabkowski and Bone provide some simple guidelines for selecting a peer
observer in a process which they suggest can be one way or mutual. They
suggest that a colleague should be selected with these points in mind:
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mutual interest in teaching and appraisal;
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expertise in the relevant discipline, if appraisal of content and syllabus is
a desired outcome;
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expertise in the field of teaching and learning if appraisal of the teaching
process is the desired outcome mutual trust and respect (1998, p.177).
I would add that a shared enthusiasm for teaching and learning is an
essential ingredient of a peer observation partnership.
It is recommended that members of a department need to reach agreement
on the way in which peer observation and feedback will be conducted and
that prospective observers should approach the TDU for individual
guidance around the peer feedback process or attend a relevant TDU
workshop. In spite of good systems, some people will remain doubtful
about both the reliability and the impartiality of their peers‟ feedback. This
is understandable in a competitive environment, but also because people
have such divergent views on what constitutes effective teaching and
learning. For these reasons, peer feedback should never be seen in isolation,
but reflected on in relation to feedback from a range of sources.
Deciding on the criteria and protocol for peer observation and feedback
Peer observation and feedback are conducted using a number of different
types of instruments. One such instrument is a checklist which may be a
standardised document or a set of items agreed on by the observer and the
person who is to be observed. A checklist has the advantage of focussing
both parties and making the process manageable. Items on a checklist for
observation and feedback could include an agreed on selection of the
following items:
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design of the teaching session
evidence of sound content knowledge
clarity of explanations
use of relevant examples or analogies
demonstration of interest and enthusiasm
accessibility of language and content
appropriate pacing of the session
selection and implementation of student activities
appropriate use of media and resources
appropriateness of materials
links with students‟ prior knowledge and experience
introduction of different perspectives
modelling of discipline-specific modes of inquiry
efforts to invite critical thinking
evidence of student engagement in the learning
efforts to ascertain student understanding
degree of student participation
evidence of teaching-research links
On its own, a checklist is a rather restrictive instrument
which will not provide enough feedback for future
development. Although some peer observation systems
include a ranking guide to help in the interpretation of a
checklist, I concur with Bell (2001) that any attempt at
ranking teaching may be threatening and undermine the
formative potential of peer feedback. Written
comments in relation to agreed-on criteria can inform a
post teaching reflective conversation between the parties
and inform future practice. To maximise the reflection
opportunity, the teacher being observed can be invited
to write their own self-reflections in relation to the chosen criteria. Such a
process has the advantage of empowering the person being observed in the
conversation and can set up a process which is dialogical rather than
judgemental.
Participants in the observation and feedback process need to have a shared
understanding of:
the areas on which feedback will be provided
 the requirement for a written self-evaluation on agreed areas (if this is
part of the chosen model)
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the format in which the feedback will be given
 the uses of the feedback
 the material which will be kept confidential
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The details of and procedures for observing a particular class should be
discussed at a pre-observation meeting.
Clarification of these matters before peer observation and feedback is
initiated is critical for the wellbeing of everyone involved as well as for the
usefulness of the programme. A process which is tailored to the needs,
context, experience and wishes of the person being observed is likely to
help participants manage the sensitivities involved. As the process is so
personal, giving the observer considerable choice is generally better than
using a standardised schema.
Other options for peer feedback include using a narrative log or narrative
prompts as outlined by Chism (2007).
The Narrative Log
The narrative log, used mainly for formative purposes, should describe verbal and non
verbal behaviour, emphasizing what the reviewer sees rather than the reviewer’s
judgment. (Some reviewers use a double-entry format, shown on the next page, that lists
descriptive material on the right of the page and reflections of the left.) It is particularly
useful to record times when a behaviour or activity occurred so that the structure of the
class can be placed into context and the amount of time spent on certain activities can be
assessed.
Narrative logs are used to help instructors review a class after it has occurred. They can
stimulate recall and freeze the class in time for the purpose of the examination. During a
post-observation conference, the log can be used to trigger the instructor’s consideration
of fit of actions to goals, student learning issues, alternate ways that situations could have
been handled, and the like. A much more convenient way of capturing such information is
to use videotape; however, the presence of a camera in the classroom can cause
uneasiness for both the instructor and students, at least at first. Ways to use videotape
effectively are summarized by Keig and Waggoner (1994).
Some topics that can focus the narrative log include:
 What is the instructor speaking about?
 What specific comments are being made?
 What types of questions are being asked?
 How are classroom learning activities organized? (Create a chart if necessary.)
 What is the level of student interaction?
 What teaching strategies are being used?
 What are your impressions of what is being observed? (Keep separate from the
observation.)
Chism (2007), p. 106
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Narrative Prompt Forms
Narrative prompt forms focus on pre-specified target areas and call for extended comment
incorporating the combined description and judgment of the reviewer. For example
 Teacher organisation. Comment on the extent to which the teacher made the class plan
explicit, followed the plan, had materials needed for the class, showed evidence of having
prepared the content, and the like.
Examples of Prompts in Specific Areas of Instruction
 Variety and pacing of instruction. Comment on the extent to which the teacher employed
a variety of instructional strategies and paced the class for interest and accomplishment of
the goals.
 Content knowledge. Comment on the importance, currency, and accuracy of the content
presented by the instructor.
 Presentation skills. Comment on the instructor’s voice, tone, fluency, eye contact, rate of
speech, gestures, use of space.
 Teacher-student rapport. Comment on the verbal interaction present in class, the extent
to which the teacher welcomed and appreciated student discussion, the teacher’s
openness to class suggestions, and his or her interpersonal skills.
 Clarity. Comment on the extent to which the teacher uses examples, is clear with
explanations or answers to students’ questions, defines new terms or concepts.
Examples of General Prompts
 What things went well for this instructor and/or the class?
 What things did not go so well during this particular class?
 What specific suggestions for improvements do you have?
 What things did you learn in the pre– or post-observations conference that influenced
your observation and feedback?
 How does this instructor compare with others in the department?
Chism (2007), p. 110
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Chism (2007) provides the following example of a checklist for peer
feedback:
Checklist Forms
Checklist forms, with or without space for comments, focus on description (the presence or
absence of certain characteristics) and emphasize low inference items. Items are chosen in
accordance with the instructional values of instructor’s unit. The measures can be simply
“yes” or “no” or can be measures of frequency, such as “Always, Often, Sometimes, Never.”
Comments can be used by the reviewer to explain the rationale for choosing the rating or for
providing additional information. For example:
The instructor states the objectives of the class ____ Yes
____ No
Comment:
Possible items for Checklist Forms (lower inference items)
Instructor organisation
 The instructor arrives to class on time.
 The instructor states the relation of the class to the previous one.
 The instructor locates the class materials as they are needed.
 The instructor knows how to use the educational technology needed for the class.
 The instructor posts class goals or objectives on the board or overhead.
 The instructor posts or verbally provides an outline of the organisation of the class.
 The instructor makes transitional statements between class segments.
 The instructor follows the preset structure.
 The instructor conveys the purpose of each class activity.
 The instructor summarizes periodically and at the end of the class.
Variety and pacing instruction
 More than one form of instruction is used.
 During discussion, the instructor pauses after asking questions.
 The instructor accepts student responses.
 The instructor draws non participating students into the discussion.
 The instructor prevents specific students from dominating the discussion.
 The instructor helps students extend their responses.
 The instructor maps the direction of the discussion.
 The instructor mediates conflict or differences of opinion.
 The instructor demonstrates active listening techniques.
 The instructor provides explicit directions for active listening tasks.
 The instructor allows enough time to complete active learning tasks, such as group work.
 The instructor specifies how active learning tasks will be evaluated.
 The instructor is able to complete the topics scheduled for the class.
 The instructor provides time for students to practise.
Chism (2007), pp. 111, 112
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Content knowledge
 The instructor’s statements are accurate according to the standards of the field.
 The instructor incorporates current research in the field.
 The instructor identifies sources, perspectives, and authorities in the field.
 The instructor communicates the reasoning process behind operations or concepts.
Presentation skills
 The instructor’s voice is audible
 The instructor varies the tone and pitch of voice for emphasis and interest
 The instructor avoids distracting mannerisms
 The instructor maintains eye contact throughout the class
 The instructor avoids extended reading from notes or texts.
 The instructor speaks at a pace that allows students to take notes.
Rapport with students
 The instructor addresses students by name
 The instructor attends to student comprehension or puzzlement.
 The instructor provides feedback at given intervals.
 The instructor uses positive reinforcement.
 The instructor incorporates student ideas into the class.
Clarity
 The instructor defines new terms or concepts.
 The instructor elaborates or repeats complex information.
 The instructor uses examples to explain content.
 The instructor makes explicit statements drawing student attention to certain ideas.
 The instructor pauses during explanations to allow students to ask questions.
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Pre-observation preparation and meeting
For the observation and feedback process to be as rich as possible, the
observer needs to have a good idea of the details of the class.
The person being observed should provide:
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the level of the class
the learning outcomes for the class
the basic content area for the class
the teaching and learning format and approaches and the underlying
rationale for the design of the session
the relationship between the class and the paper
the relationship between the class and the assessment
the composition and size of the class
There needs to be agreement on:
the areas on which feedback will be provided
 the methods of recording to be used (notes, audio, video)
 the appropriateness or otherwise of observer participation in the class
 the way in which the observer will be introduced to the class
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Chism (2007) provides the following guidelines for observation
preparation:
Preparation for Observation
In order for the peer reviewer to situate a classroom observation within the context of the
total course and the instructor’s development, a conference should be scheduled.
Sometimes this may be an extended discussion, while at other times, a note or telephone
conversation may have to suffice. The following form provides examples of the kinds of
information that might be sought from the instructor before a classroom observation takes
place.
Pre-observation Conference Form
Prior to the scheduled observation, the peer reviewer might use the following form (or an
adaptation of the form) to structure the discussion of the teaching context with the
instructor to be reviewed. Information can focus on class goals, students, learning activities,
and particular teaching style. The peer reviewer should request that the instructor bring a
copy of the syllabus, text, and any pertinent material to help the reviewer understand the
content and cognitive level of the course.
Instructor:
Date:
Course Number:
Course Title:
Course Meeting Time:
Level of Students:
Time:
 What are the goals for the class that I will observe?
 What are your plans for achieving these goals?
 What teaching/learning activities will take place?
 What have students been asked to do in preparation for this class?
 Will this class be typical of your teaching style? If not, why?
 What would you like me to focus on during the observation? (for formative review)
 Are there other things that I should be aware of prior to the observation?
 Logistics: Confirm time and place, where observer should sit, whether observer is
expected to interact or not, how long observer will stay, and the like.
Chism (2007), p. 105
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Dorothy Spiller, Senior Lecturer, Teaching Development Unit
Giving and receiving feedback
The literature on student evaluations suggests that teacher emotions may
distort teachers‟ responses to student feedback and our everyday experience
confirms that receiving feedback on our behaviours can be challenging. It is
important to recognise our emotional vulnerability in this respect and
develop strategies that help both giver and receiver in the process.
Some of these strategies relate to the setting up process and include letting
the receiver choose the observer and the aspects for feedback, incorporating a
self-reflection component, and designing a process that involves observation
of both parties. The framing and communication style of feedback is also
important. Chism (2007) offers a comprehensive list of suggestions for those
who give feedback.
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Chism (2007), pp. 70-72
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Personally, I find it helpful to begin a feedback conversation, by inviting
the person who has been observed to volunteer their own comments and
reflections on the class.
For receivers of feedback it is helpful to:
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consider carefully the areas that you genuinely want to improve and
receive feedback on
undertake thoughtful self-reflection on the teaching and write notes on
your own observations before the feedback meeting
recognise that this is only one perspective
consider the feedback in the context of other feedback on your teaching
seek advice from academic developers in interpreting feedback from
peers
talk with other colleagues and academic developers about ideas for
improvement when there is feedback that is useful for enhancing
practice,
Opportunity to participate in a pilot peer feedback initiative
The TDU would like to run a pilot peer feedback initiative to inform a more
general introduction of peer feedback as an important teaching
development tool in the University. We are looking for a department who
would like to be involved in this pilot initiative. Please contact the TDU if
you are interested in trialling these processes in your area.
References
Bell, M. (2001). Supported reflective practice: a programme of peer
observation and feedback for academic development. International Journal
for Academic Development, 6 (1) 29-39.
Braskamp , L.A. & Ory, J.C. (1994). Assessing Faculty Work: Enhancing
individual and institutional performance. San Francisco: Jossey Bass.
Chism, N.V.N. (2007). Peer review of teaching. A Sourcebook. Jossey
Bass: San Francisco.
Jarzabkowski, P. & Bone, Z. (1998). A „How-To‟ guide and checklist for
peer appraisal of teaching. Innovations in Education and Training
International, 35, (2), 177-182.
Palmer, P.J (19980. The Courage to teach. San Francisco: Jossey Bass.
JULY/AUGUST 2010 • TDU TALK
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July
Professional Development at a Glance
Make a space at your place for teaching
Some of the best learning happens through
conversation and most of the working life of
academics is focused around the department.
So why not make the occasional space for
conversation about teaching in your
department?
ĀHANGA