Celebrate 50 Years
Center for Enhancement of Learning and Teaching

Formative Peer Review

Formative reciprocal peer review is a process for gathering feedback on teaching, reflecting on the alignment of teaching strategies with objectives, activities and assessments, and improving the fit between teaching approaches and student learning. If you are interested in this arrangement, CELT will help find a suitable peer review partner for you and get you started. The process is undertaken with a colleague and is "coached" by a peer review consultant.

A detailed explanation of the process, along with a guide to a variety of methods you can use to enhance your teaching is available in the CELT Peer Review Handbook (PDF).

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Documenting Teaching Effectiveness

Examples for Documenting and Evaluating Teaching (PDF) is part of promotion and tenure resources. However, engaging in some of the suggested activities will give you feedback on your effectiveness which provides you with direction for making the changes that will most impact student learning.

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Reflective Practice

Learning the Art of Reflection is a detailed guide to reflection useful to teachers and peer consultants.
Prepared by CELT Teaching Fellows.

The Process of Reflection is a step-by-step guide to recording and interpreting reflections.
Prepared by the CELT Teaching Fellows.

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Research on Student Evaluation of Teaching

Algozzine, B., Beattie, J., Bray, M., Flowers, C., Gretes, J., Howley, L., Mohanty,G., and Spooner, F. (2004). Student Evaluation of College Teaching: A practice in search of principles. College Teaching, 52(4), 134-141. Retrieved Sept. 25, 2006 from EBSCO host at the Helmke Library.

Multiple Methods of Evaluating Teaching

W. J. McKeachie and Matthew Kaplan explain, “Student ratings, classroom observations, portfolios, appraisal interviews . . . . they all could, and should, be used more effectively.” Retrieved July 17, 2008.

Evaluation of Teaching Effectiveness

Research articles on use of student ratings and peer review to evaluate teaching effectiveness as well as articles on creating an evaluation plan. From the University of Michigan Center for Research on Learning and Teaching. Retrieved July 17, 2008.

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Using and Interpreting Student Evaluations of Teaching

Does your student course evaluation survey contain items related to teacher characteristics that research says are most highly correlated with student learning? These characteristics are:

  • Course organization and planning (most highly correlated)
  • Clarity and communication skills (most highly correlated)
  • Teacher-student interaction and rapport with students
  • Course difficulty and workload
  • Grading and examinations
  • Student self-rated learning

Stephen Benton and William Cashin of Kansas State University published an update in 2012 to Cashin's 1995 paper regarding the research on Student Ratings of Teaching. It is IDEA paper #52 available on the IDEA Center web site.

Using Student Ratings to Assess Teaching Effectiveness is a short guide to interpreting student ratings of your teaching that can be used in interpreting survey results. Prepared by CELT Teaching Fellows

Myths About Student Ratings of Teaching are presented in the form of a quiz on the most persistent myths with answers that may (or may not) surprise you. Prepared by CELT Teaching Fellows

In 2011-12 a faculty task force published its recommendations for changes in the way student evaluation of teaching is conducted at IPFW. The recommendations along with data collected and supporting research is presented in a Helmke Library Guide.

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