UVic Teach Anywhere

Resources and Supports for Teaching

Peer Review

The peer observation process enhances teaching, encourages reflection on one’s teaching, and improves student learning. For these reasons, it is recommended that instructors invite a peer observer into their class each time they are teaching. There are two types of peer review: formative and summative assessment, which we will explore below.

Peer-review process

The objectives of the peer-review process are to enhance teaching, encourage reflection on one’s teaching and improve student learning.



    • department level expectations for position
    • Select a peer observer

    Pre-observation meeting

    • clearly articulate the focus, expected goals and outcomes, and provide all relevant information to the peer observer.

    Conducting the teaching observation

    • suggest that the peer observer use the LTSI peerobservation form as a guideline, take ample notes, and be discreet.

    Post-observation meeting

    The peer observer will guide the instructor through discussion of the following:

    • what the instructor did well
    • three (no more) constructive points to consider for improvement
    • what the instructor should keep on doing

    Written report

    • It is important for there to be agreement between the observer and
      the instructor about the letter’s content so that both are comfortable with how this information will be shared to the appropriate audience.

    View the peer review guides

    Face-to-Face Teaching

    Online Teaching


      Effective teaching practices are frequently identified as including:

      • strong and supportive student-teacher relations
      • student-centered pedagogies, such as interactive and or collaborative teaching methods
      • pedagogies that ensure student engagement in the learning process
      • clear intended learning objectives or outcomes
      • expert and inspiring knowledge of one’s discipline and subject
      • strong organizational skills, evident in class structure
      • strong explanatory skills, evident in clarity and student learning
      • appropriate and varied assessment and timely provision of feedback
      • integration of Universal Design for Learning (UDL) into course design
      • culturally respectful teaching practices that take into consideration diversity, equity, and inclusion of students
      • commitment to personal pedagogic self-reflection and professional development


      The peer observation process can be a continuous process. We recommend that instructors consider using the process on a continuing basis in order to stimulate reflection on one’s teaching practice and to engage with other perspectives about how to approach one’s teaching.

        1. Cosh, J. (1998). Peer observation in higher education: A reflective approach. Innovations in Education and Training International, 35(2), 171-176.
        2. Gosling, D. (2000). Guidelines for peer observation of learning and teaching. University of East London. Accessed September 28, 2017.
        3. McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive
          intentions. Teaching in Higher Education, 12(4), 499-511.

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