Integrating Student and Peer Evaluation of Teaching

Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education

“…However, teaching portfolios are becoming increasingly common in higher education (Buckridge, 2008). There is evidence that the use of peer evaluation practices has started to increase in the past decade (Osborne, 1998).…”

An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”

“…While microteaching or peer evaluation 2 is identified as an important pedagogical tool in a variety of disciplines (Crumley & James, 2009;Courneya et al, 2008;Kamboj, Kamboj, George, & Kumar Jha, 2010;Kpanja, 2001;Osborne, 1998), it is understood to be a complex and at times strange or even threatening experience for participants (Bell, 2007;Costello, Pateman, Pusey, & Longshaw, 2001;Courneya et al, 2008). Courneya et al (2008) found that university teachers tended to favourably evaluate teachers with practices similar to their own.…”

“…Microteaching has become a standard method for teacher training for both pre-service teachers and university faculty in Canada and the United States of America; examples of microteaching methods are employed at institutions such as the University of Toronto, Bowling Green State University, University of Washington, and the University of Waterloo. Examinations of the utility of videotaping, the importance of self-reflection, merits of peer compared with student or expert-teacher feedback, and the strengths of interdisciplinary work have been examined (Crumley & James, 2009;Courneya, Pratt, & Collins, 2008;Kpanja, 2001;Osborne, 1998). Both how microteaching is theorised by researchers and employed by practitioners has shifted since its inception and development by education scholars (Allen, 1967).…”

Applications of formative and descriptive evaluations in online training

“…Teaching is a personal art (Osborne, 1998), and an individual's skills may be difficult to evaluate if one is not familiar with the educational beliefs and teaching philosophy of the trainer being evaluated. Simply evaluating the course materials and observing teaching may not be enough to understand the value of the instruction.…”

“…It is important to understand the reasons necessitating the use of formative and descriptive evaluations. Osborne (1998) suggests five basic assumptions to be mindful of while conducting the integration of teaching evaluations:…”