Developing a Departmental Assessment Program:

North Dakota State University Mathematics

William O. Martin, Doğan Çömez

 

Appendix E: Mathematics Department Peer Review of Teaching Program

Peer Evaluation of Teaching Proposal

NDSU Department of Mathematics

 

The Department of Mathematics believes that the purpose of peer evaluation is to help faculty recognize and document both strengths and weaknesses in their teaching. The word “peer” means that this activity should involve reciprocal observation and discussion of teaching and learning by small groups of 2-3 faculty who exchange visits in each other's classes. The committee believes that the members of the department have all the qualifications necessary to make this process reach its intended goal. The committee proposes that:

 

1.   Tenure-track faculty be reviewed at least once each year; Tenured associate professors be reviewed at least once every other year; Tenured full professors be reviewed at least once every three years.

 

2.   The process begin with the identification of the faculty to be evaluated by the chair. Then the faculty member identifies his/her teaching goals and strategies (in writing). These objectives are discussed with a peer colleague or colleagues, with a view to developing evidence that supports the individual's claims. This evidence could come from classroom observations, student evaluations, and review of written course materials, such as tests and assignments. It should include multiple sources (i.e., not a single classroom observation). After reviewing this evidence, the group prepares a report that describes the activities and the extent to which the evidence supports the original claims. The report should include plans for future teaching strategies, including possible changes or enhancements that the faculty member plans to try.

 

 3.  A team of 2-3 faculty members will complete the work described in (2) for each member of the team. This helps to ensure that peer evaluation does not become a one-way process that involves one person observing and evaluating another primarily for external purposes. Instead, the process is designed primarily to increase collegiality and reflective practice within the department, while providing documentary evidence of the regular review of teaching that can be used for external purposes (such as annual reviews, PT&E).

 

4.   Observers of a faculty member should include at least one member of the department PT&E committee.

 

5.   The observation process should always include a Pre-Observation Conference between the observee and observer to discuss the objectives of the class to be observed and other relevant issues (see Peer Review Observation Instrument). Following the in-class observation, a Post-Observation Conference must also be held to discuss the observations as documented by the Peer Review Observation Instrument.

 

Attachments: Peer Review Observation Instrument (sample), Characteristics of Effective

Observers/Things to Avoid (sample guide), Tips for Observers and Observees (sample)