FAQ
Would the reviewer and the reviewee be from the same specialisation/discipline/school?
For summative reviews, the reviewer and the reviewee will be from different specialisations/disciplines/schools but from the same broad STEM or HASS discipline with sufficient experience in university teaching.
For formative reviews, the reviewer is free to choose any reviewer listed on the PeerView portal from the same department/school.
How would a reviewer from a different specialisation/discipline assess the quality of teaching of the reviewee? Someone from a different discipline may not understand enough about the discipline to provide an effective review.
Although there are some merits in having both the reviewer and the reviewee from the discipline or school, such an arrangement may result in the reviewer being focused on the specifics of the content rather than on the effect of teaching on students’ learning [1].
Furthermore, given that we are a small university, this practice of interdisciplinary peer review reduces the chances of conflicts of interest and opens up opportunities for the exchange of new ideas and strategies.
To provide additional context to the session to be observed, we have introduced a mandatory pre-review session this year, which provides the opportunity for the reviewer to gain a better understanding of the reviewee’s teaching context.
Is a reviewer qualified enough to offer teaching advice outside their discipline?
A reviewer need not be an expert in a particular subject or discipline to offer advice. The focus of the review is on the core aspects and effects of the learning of the students, and how they engage pre- and during the observed session, not the accuracy of the technical details. Each reviewer has completed the necessary training to become a reviewer and has undergone a peer review of their own teaching.
What if there is a conflict of interest or power imbalance between the reviewer and the reviewer?
To avoid potential conflict of interest among staff members from the same department or school, we have introduced an inter-school peer review of teaching whereby a reviewer from a different school will be assigned to each reviewee. To address issues of power imbalance due to academic ‘seniority’ differences, assigned reviewers will be from the same or next academic level as the reviewer.
Will there be an opportunity for the reviewer and the reviewee to have a chat/meeting after the review?
Yes, both the reviewer and the reviewee may request a post-review debrief if either of the parties feels the need to do so. A post-review meeting is optional and can be used to discuss the review and identify areas for future action. This meeting, however, should not be used to negotiate with or convince the reviewer to change their review.
Is the review criteria the same for face-to-face, online, and hybrid sessions?
Yes, the review criteria (elements of observation) are the same for all types of sessions. Rest assured that the reviewers understand that while most are, not all aspects of teaching practice outlined on the peer review form are relevant to every kind of session.
If the reviewee is not happy with the summative review report, is it possible to repeat the session or request another summative review?
A second review may be offered to the reviewee under extenuating circumstances beyond the control of the reviewee. Unhappiness with the reviewers’ comments, poor attendance, or lack of student participation is not an acceptable reason to grant a second review. Staff may reach out to VP-Education if they feel the review was unfair.
Can the reviewee request for more than one session to be reviewed?
No, the reviewer will only review one pre-agreed session. Therefore, the reviewee must carefully select an appropriate session for the review that highlights their teaching approaches.
If my peer review report is not positive, will my promotion application be unsuccessful?
Promotion will be based on a number of evidences about your academic practice. It will not rely on one alone.
Is there a minimum threshold to achieve for the peer review? How many elements of observation should the reviewee try to meet?
There is no minimum threshold for peer review. Each reviewee should strive to address most aspects of teaching practice on the peer review form, either during the observation or through their digital classroom. The reviewer and the promotional panel understand that while most are, not all elements of observation on the form apply to every kind of session.
Can I use my last year's peer review report for this year's promotion application?
All staff applying for promotion will be expected to have a summative peer review of teaching conducted in the year in which they apply for promotion.
If you are not teaching in the year of applying for promotion, please contact your relevant Associate Dean (Education). If eligible, staff may apply for an exemption, by completing a Peer Review Exemption form. The Associate Dean (Education) assesses exemption requests.
If you are research-only and do not have education as part of your case, a summative peer review of teaching is not required.