Summative Peer Review of Teaching

 

Summative peer review of teaching

Summative Peer Review of Teaching, SPRT, is a formal process which is used for generating evidence which is used to make and substantiate a summative judgment about a person’s ability to teach, or some other aspect of teaching and learning. For example, SPRT might be used to judge the design of assessment or another design or application element of a course. When engaging in SPRT some qualitative feedback would be expected to be provided which could be used to improve performance, but evidence and judgement is the purpose of SPRT, not feedback.

SPRT can only be performed by staff trained in peer review and the process can only by instigated in three instances:

  • within a person’s three-year probation period
  • applying for promotion
  • performance development.

Formal summative peer review is concerned with the evaluation of an academic staff member's teaching for professional development purposes, probation or promotion processes. It is only one aspect available to staff when considering the full suite of data available to evidence quality teaching practices. For example, the formal peer review process should be supplemented with course evaluations, student evaluations, assessment profiles, or learning analytics, etc.

Why have summative peer review of teaching?

The SPRT process provides reviewees with evidence about their teaching to supplement already available data from student and course evaluations, learning analytics, pass/fail rates, retention figures etc. which together will inform decision-making activities such as probation, promotion and performance improvement.

Who is the target audience?

SPRT is available to colleagues:

  • Anytime within their three year probation period
  • Who intend applying for promotion.

What is the process for summative peer review?

The SPRT process involves the following phases:

  • A meeting between the staff member and their Dean of Programs or delegate to discuss and initiate the summative peer review process
  • A pre-review meeting  between the Reviewee and the two Reviewers to discuss the context of the activity/resource to be reviewed (30-60 mins max)
  • The review of the activity/resource (60 mins max).
  • A single moderated peer review report generated by the two Reviewers which is sent to the Reviewee for a response and then to their Dean of Programs or delegate (30-60 mins).

Each of these stages is facilitated by the Summative Peer Review of Teaching (SPRT) software.

How do you get involved?

Your first step is a discussion with your Dean of Programs or delegate who will then initiate the process.

What resources are available?

Reviewee workshops

Reviewees are strongly encouraged to participate in a one hour workshop to prepare for summative peer review of their teaching. The online, synchronous workshop is titled 'Reviewee preparation for Summative Peer Review of Teaching'. Click here to view session times and to register.

Online resources

The following resources inform and support the summative peer review of teaching process: