Peer Review of Teaching

Peer review of teaching provides important, additional information to assess and evaluate teaching that supplements the data from the Student Rating of Teaching (SRT), and is required as part of our University’s policy on the Evaluation of Teaching.

Below are documents that define the peer review of teaching, provide recommendations for the use of peer review in formative and summative assessments of teaching, and suggest a format for reporting peer review of teaching data in dossiers for promotion and tenure. These are being made available as best-practice recommendations; the rubrics provided can be modified to meet the needs of a unit (including rubrics for individual peer review as well as for inclusion in P & T dossiers as Word documents). The important point is that the peer review of teaching is a key strategy in the robust assessment of contributions to teaching and learning at the University of Minnesota. As you review the rubric examples for various aspects of the peer review of teaching, please note that the scale is a four-point scale, not a six-point scale as is the SRT.

These recommendations are the culmination of a year and a half of work conducted by a very distinguished faculty committee, most of whom are members of the Academy of Distinguished Teachers, along with representation from the Center for Teaching and Learning, the Provost’s Office, and the Academic Health Center. The committee was charged with recommending best practices for the peer review of teaching.

Please discuss with your colleagues how you can use the enclosed recommendations to promote a robust approach to peer review of teaching in your unit.


Final committee report, October 2009 (.pdf)