Appendix E: Selecting Criteria

Criteria Framework for Peer Review of Teaching.
University of British Columbia
Retrieved from Hubball, H., & Clarke, A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues: Teaching & Learning journal, 4(3).
http://www.viu.ca/integratedplanning/documents/TD437_HubbalClarke_Peer_Review.pdf

1) Criteria that focus on faculty member's practice to enhance student learning outcomes such as the ability of students to demonstrate:

  • the acquisition, application and integration of knowledge
  • research skills, including the ability to define problems and access, retrieve and evaluate information
  • critical thinking and problem-solving
  • proficient literacy and numeracy skills
  • responsible use of ethical principles
  • effective leadership, communication and interpersonal skills

2) Criteria that focus on contemporary learning-centred teaching practices such as the faculty member's ability to demonstrate:

  • Command over subject matter (how knowledgeable or authoritative)
  • Representation of recent developments in the field (what's in; what's not)
  • Preparedness (for individual sessions and for overall course/term)
  • Relationship between goals/objectives and assessment of learning
  • Appropriateness of course materials and requirements (given the topic and level)
  • Articulation with other programmatic courses/elements

3) Criteria that focus on faculty member's teaching practice to address principles of learning:

  • Learning requires high levels of student engagement/active participation (e.g., critical thinking, problem-solving)
  • Learners learn in different ways, have diverse backgrounds, are at different stages and progress at different rates
  • Learning is an individual, social and contextual process
  • Learning requires critical feedback (strengths and weaknesses)

4) Criteria that focus on faculty member's ability to demonstrate Seven Principles for Effective Teaching Practice in Undergraduate Education:

  • Encourages student-instructor contact
  • Encourages cooperation among students
  • Encourages active learning
  • Gives prompt feedback
  • Emphasizes time on task
  • Communicates high expectations
  • Respects diverse talents and ways of learning

5) Criteria that focus on faculty member's ability to demonstrate Ethical Principles in University Teaching:

  • Content Competence
  • Pedagogical Competence
  • Dealing With Sensitive Topics
  • Student Development
  • Dual Relationships With Students
  • Confidentiality
  • Respect for Colleagues
  • Valid Assessment of Students
  • Respect for Institution

6) Criteria that focus on faculty member's ability to demonstrate effective teaching at the University of BC:

  1. The clarity of the instructor's expectations of learning.
  2. The fairness of the instructor's assessment of learning
  3. Instructor's ability to communicate course objectives & content.
  4. Instructor's ability to inspire interest in the course material.
  5. Instructor's concern for students' learning.
  6. Instructor's overall quality of teaching.