Peer Observation
Teaching Development | Wāhanga Whakapakari Ako
Dorothy Spiller
Teaching Development | Wāhanga Whakapakari Ako
July 2011
Learning with and from our peers - the
potential for teaching and learning
improvement in universities
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
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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).
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:
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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.
In this respect we need to establish:
 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 selfassessment 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.
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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.
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.
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In the next part of this booklet, 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.
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Towards a model for peer
observation and feedback
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.
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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 of Woolongong (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.
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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:
 mutual interest in teaching and appraisal;
 expertise in the relevant discipline, if
appraisal of content and syllabus is a desired
outcome;
 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.
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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:
 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
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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)
 the format in which the feedback will be given
 the uses of the feedback
 the material which will be kept confidential
The details of and procedures for observing a
particular class should be discussed at a preobservation 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
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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.
Chism (2007), p. 106
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.)
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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 the 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.
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 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.
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.
Chism (2007), pp. 111, 112
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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:
 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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The feedback process
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), p. 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:
 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.
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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.
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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
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