Introduction

Definition of Peer Review

Definition of Peers

Types of Reviews

Formative Procedures

• Course Materials
• Classroom Observations

Summative Procedures

• Course Materials
• Classroom Observations

Summary of Best Practices

References and Resources

Main

Teaching Portfolios

Teaching portfolios or dossiers have been in use by many colleges and universities since the 1980s. A portfolio consists of documents, multimedia samples, or other artifacts that describe the teaching style of the contributing teacher. The main advantages of the teaching portfolio are that it gives a broad view of the teacher, using different sources, from different points in time.

Formative review of a teaching portfolio is focused on giving advice related to improvement of teaching and the composition of the portfolio. Advice may be given on the content related to effective teaching or the selection of documents to demonstrate a particular point.

Summative review of a teaching portfolio is focused on evaluating or judging the quality of the work and evidence presented. Several studies have raised a question related to the reliability of using teaching portfolios for summative review. Centra (1993) concluded that it is very important to consider carefully how reviewers are selected, that the portfolio should include actual samples of work rather than just reflective statements, and that reviewers should receive training in evaluating portfolios according to agreed-upon criteria. Shore, Foster, Knapper, Nadeau, Neill, and Sim (1986), O’Neil and Wright (1993), and Seldin (1997) suggest a list of possible portfolio items:

• Description of teaching responsibilities (including advising)
• State of teaching philosophy and goals
• Representative course syllabi
• Samples of course handouts and tests
• Self-evaluation statement
• Description of course development or teaching improvement efforts
• Copies of papers or presentation on teaching topics
• Videotape of classroom teaching
• Records of teaching awards and honors
• Summaries of student evaluations of teaching
• Reports of peers who have observed classes
• Comments of others who have reviewed course materials
• Comments of those who know about the instructor’s teaching contributions to the department or field
• Samples of graded student work

General criteria for reviewers of portfolios consists of asking questions related to the completeness, consistency, thoughtfulness, quality, credibility and reliability of the materials presented

Review of Course Materials
Classroom Observations