Peer Observations & Review

What It Is: Peer reviewers assess aspects of teaching that student ratings cannot. By reviewing course materials (assignments, tests, syllabi) and observing class sessions, they offer valuable feedback to help strengthen teaching practices and enhance student learning.

Why It's Important: Peer review is a vital complement to student ratings in evaluating teaching. While students can assess clarity, assignments, and feedback, they cannot judge rigor, assessment quality, or facilitation of discussion. Research also shows student ratings are often influenced by biases unrelated to teaching. For fair and comprehensive evaluation, teaching should be assessed through multiple sources—especially thoughtful, thorough peer review.

This toolkit offers evaluators a step-by-step guide for conducting peer reviews efficiently. While departments may vary in their approaches, research shows that consistency in implementation improves both the reliability and validity of evaluations.

At least one week before the scheduled observation, request the course syllabus and, if available, the exam, test, or quiz covering the material for that session. Reviewing these materials provides valuable context for understanding the instructor’s teaching. You may also meet with the instructor beforehand to learn more about their teaching style, classroom dynamics, and goals for the session.

• Evaluating a Syllabus

• Evaluating Tests/Quizzes/Exams

Arrive early and choose a seat that is unobtrusive. Your goal is to remain a neutral presence and avoid disrupting the learning process. Take notes throughout the session, paying special attention to the classroom climate. Are students engaged? Is participation balanced or limited to a few? You may use the observation form provided below, or select whichever format works best for you.

• Classroom Observation

You now have ample material for a substantive evaluation to support your colleague’s teaching. Depending on department procedures, you may submit a summary letter based on your review of course materials and/or a class session, or you may use the provided forms.

Consider holding a post-evaluation meeting with the instructor. At SSU, teaching is central to our work, yet we rarely have time to share ideas and reflect with colleagues. This meeting should feel collaborative, not judgmental—an opportunity to exchange insights, challenges, and strategies.

When possible, highlight specific examples from the observed session. For instance: “I noticed students were quiet when you asked for questions, but later struggled in group work. I’ve found that asking, ‘Which part of the equation is less clear?’ often draws more responses and reveals where students need support.” Peer evaluations serve an evaluative role but are also valuable for professional growth.

Deadlines:

• Tenure-track faculty: Provide a signed copy of the evaluation to the candidate within 10 days of the observation; the candidate then has 10 days to acknowledge receipt See section IIB2a of University RTP Policy. 

• Temporary faculty: Observations must be received at least one week before the deadline for submitting evaluation materials (see University Policy on Periodic Evaluation of Temporary Faculty, section III2).