Best Practices in the Peer Evaluation of Teaching
Wed, 30 Oct 2013 8:00 AM - 11:00 AMLocation: Rose Library 3311; breakfast will be providedWorkshop
Faculty often utilize student feedback to help improve teaching, but students’ comments are not always as constructive as they could be. Instead of relying on students for formative feedback, campuses across the country are turning to faculty to provide more informed and systematic feedback to one another. There’s just one problem: Even faculty members who have taught for years are not necessarily comfortable having a peer at the back of their classrooms. In theory, thoughtful, constructive feedback is essential to improvement, but in practice, it can be difficult to give or receive feedback from a colleague, even one with the best of intentions. In this interactive workshop, participants will look at a variety of best practices for classroom observations and will tackle the most common roadblocks.
This Workshop is designed for faculty to make progress towards the following outcomes:
- distinguish formative and summative uses of peer evaluation;
- evaluate common practices in conducting classroom observations;
- role play the three stages of an effective observation;
- practice giving difficult feedback (and draw upon the research findings that make it easier);
- consider the mutual benefits for both those giving and those receiving feedback; and
- discuss the next steps.