Appendix F: Selecting Criteria

Peer Review Criteria
Faculty of Arts University of British Columbia
Peer Review of Teaching Guide
http://www.arts.ubc.ca/files/2012/09/Faculty-of-Arts-Peer-Review-of-Teaching-Guide-May-20131.pdf

1. Sets clear goals and intellectual challenges or other appropriate engagements for student learning.

  • Course materials contain clear information about learning objectives, appropriate assigned readings or equivalent, evaluation procedures, and policies (e.g., regarding late assignments, accommodations, and other regulations and procedures).
  • Sets high yet reasonable expectations of learning appropriate for level of the course and its place in the curriculum.
  • Assignments and exams are designed to effectively assess stated learning objectives, and indicate how feedback will be provided to students
  • In the session observed, the instructor indicated what students were expected to learn during that class period.

2. The instructor employs appropriate teaching methods and strategies that actively involve learners.

  • In course materials and in the session observed, instructor demonstrates command of subject matter and familiarity with recent developments in the field.
  • Methods of instruction are appropriately designed to further research, communication, performance, professional, and/or other skills as appropriate.
  • In the session observed, the instructor clearly phrased questions to foster critical thinking and promoted active student participation and engagement in learning.
  • Evidence of reflection on teaching and incorporation of improvements in teaching methods through professional development opportunities and/or student and other feedback.

3. In the session observed, the class was well organized and planned.

  • The instructor was well prepared and well organized
  • Pace of class and amount of material covered was appropriate
  • The level of teaching was appropriate to the students' abilities/background and the level of the course.
  • Any examples, diagrams, demonstrations, etc. were helpful.
  • Any hand-outs (downloadable or hard copies) were clear.
  • Relevance of the material established
  • Learning outcomes linked to student assessment for the course.

4. In the session observed, the class material was effectively communicated and instructor interacted effectively with students.

  • The instructor's delivery was clear, loud enough, the tone was varied, and eye contact was made with students.
  • Good rapport was established with the students.
  • The instructor presented material in a way to inspire student interest and engagement.
  • Audio-visual materials were effective and provided appropriately.
  • Questions or comments were encouraged to promote student-instructor interactions.
  • Methods of student participation were used to enrich educational experiences as appropriate (e.g., small group discussions, presentations, problem solving, hands on learning, performance analysis, etc.).

5. Respects Diverse Talents and Learning Needs of Students

  • Promotes a stimulating learning environment for all students
  • Recognizes and accommodates different learning needs (including background preparation, pace of learning)
  • Demonstrates sensitivity to intellectual and cultural issues
  • Use of creative assessment techniques and assignments;
  • Incorporation of experiential learning (internships, study abroad, CSL, etc.) into course design.

6. The instructor attends to the intellectual growth of students.
In the session observed:

  • The instructor checked occasionally to ensure students understand class material.
  • A wide range of intellectual positions were given respectful consideration.
  • The instructor listened to student questions and responded effectively, and was able to elaborate when necessary to increase students' comprehension of material.

7. Classroom management.
In the session observed:

  • The class started and finished on time.
  • The instructor effectively dealt with any problems that arose that could adversely affect learning (e.g., inappropriate student behaviour).
  • Sufficient time was provided to students to respond to questions asked.
  • Ground rules set at the beginning of the term were enforced as needed (e.g., use of cell phones, talking or interrupting at inappropriate times).
  • Instructor concluded the session effectively.