tHE Scheme.

Information on Peer Observation at UWB

University of Wales, Bangor

Teaching Observation

Schools are expected to implement a policy of peer observation of teaching as part of the process of critical evaluation and continuing development of the student learning experiences offered in programmes of study at the University. The attached forms should be used in the absence of any other scheme in a teaching programme. It should be noted that the Teaching and earning !ommittee has agreed that every member of the teaching staff should arrange for feedbac" from a peer observer at least once every academic year. The #$ !ommittee should be informed of the scheme adopted in each School. %orms & and ' should be copied to the (ead of School or the person designated in the School. %orm ) should be retained by the teacher of the class observed. Peer observation arrangements. *eer observation of teaching may be underta"en in actual class time or by using a video tape recording of a particular session. *lease consult the *eer Observation *ro+forma. In each of the follo,ing possible structures, pairings for observation may be arranged ,ith complete freedom of individual choice or ,ith pairings allocated by the (ead of -epartment .or proxy/. !ommon arrangements include0 1eciprocal pairs Observation in existing team teaching arrangements 21ound robin2 observation groups of )+3 people ,ho observe each other $ panel of designated observers ,ith ,hom others can sign up .this may or may not be a reciprocal arrangement/

Training in 2!lassroom Observation2 .) hour session and on+going support/ ,ill be available from September '44&. Schools ,ill have to decide ,hether individuals may act as an observer ,ithout such training and declare their policy. 1eciprocal pairs. The most usual arrangement is for pairs of colleagues to underta"e observations for each other. Observation in existing team teaching arrangements. !olleagues in 2Teaching Teams2 may act as a collective group for observing teaching. This can allo, them to capitalise on their common experience of the class, the ob5ectives , expected learning outcomes and assessment outcomes. 21ound robin2 observation groups of )+3 people ,ho observe each other. To avoid the possibility of conflicts of interest ,hen ,or"ing ,ith close colleagues small groups of staff may form 2observation2 teams in ,hich no t,o teachers are expected to observe each other. $ panel of designated observers ,ith ,hom others can sign up .this may or may not be a reciprocal arrangement/ The School may ,ish to appoint a team of 2observers2 ,ho have received special training or ,ho have ac6uired expertise through other activity.

tHE Scheme. Information on Peer Observation at UWB

Peer Observation of Teaching

Form 1 Please complete this page and discuss it with the observer before the session
School evel8year Type of activity, eg lecture, !$ Observer *rogramme 7ode, eg %T8*T Topic.s/ Session length 7odule8course unit !omposition of the student group 9umber of students Observation hours mins

What are the ob5ectives planned for this session .eg "no,ledge and understanding, "ey s"ills, cognitive s"ills, and sub5ect specific, including practical8professional s"ills/: Indicate ho, they contribute to supporting students in achieving expected learning outcomes in the session or module.

(o, do these learning ob5ectives relate to the *rogramme Specifications and other 7odules:

On ,hat particular things ,ould you li"e feedbac": & '

*eer Observation of Teaching

Peer Observation of Teaching

Form 2

Peer Observation : Reflection & Discussion

This form should be completed by the lecturer follo,ing discussion ,ith the observer. $ copy should be given to the observer. &. What did you feel ,ere the most important points in your discussion ,ith the observer:

'.

Will you ma"e changes to any of the follo,ing: If so ,hat are they: a/ the particular or similar sessions.

b/

the module or programme.

c/

to your teaching more generally.

).

$ny other comments about the observation.

%eedbac" to be given to the class members.

%eedbac" to help the observer to be more useful:

*eer Observation of Teaching

Peer Observation of Teaching

Form

Observation and Feedbac!

Observation notes 0 *lease comment on the session in relation to the learning ob5ectives0 Prompts !larity of ob5ectives Strengths and Points for Improvement

!ontent .currency, accuracy, relevance, use of examples, level, match to student needs/

*lanning, organisation and structure. in"s. 7ethods8approach

-elivery and pace

evel of 2challenge2 to students

Student participation8 engagement

Use of resources0 eg Time, space, e6uipment

Other points as re6uested & ' )

*eer Observation of Teaching

Peer Observation of Teaching

%orm ) ctd. *lease summarise the "ey points from your observation for discussion ,ith the teacher Overall 6uality and the strengths of the teaching in relation to the ob5ectives0

Suggestions aimed at enhancing the teaching and learning.

Observer: 9ame Signature -ate0

*eer Observation of Teaching

!!en"i# $ tHE Scheme Best Practice %o"e&s

Peer Observation in the Process of Personal "valuation of #eaching

$t Bangor ,e recognise the need for some peer or expert confirmation of competent teaching performance in the Teaching in (igher ;ducation Scheme .tHE Scheme/. $ll participants are expected to sho, that they have obtained and acted upon expert, peer, and student feedbac" about their teaching. It is li"ely that in Sub5ect 1evie, variations of the process presented in %igure &. ,ill be ta"en as the model of best practice. If Schools can sho, that they are doing things that approximate to the model then teaching activity ,ill not come under such close scrutiny. Some Schools have introduced a formal re6uirement for all teaching staff to be observed by another member of academic staff at least once a year as a simple 6uality chec" and, in part as preparation for any future external observation that may be re6uired. .These Schools have also operated variations of the *ersonal -evelopment 1evie, *rocess for three years./ *eer Observation can be seen as an essential source of confirmatory information in the overall evaluation of teaching effectiveness. The others are student learning outcomes, student evaluations and other feedbac", examiners2 and moderators2 comments and personal observations and interpretations. <udgements have to be made in relation to the intended learning outcomes and the extent to ,hich student learning needs have been accommodated. Whilst the introduction of practices designed to obtain any of the information outlined above may assure and enhance 6uality, so too might the absence of any one reduce the influence of the remainder. The overall effect is considered to be greater than the sum of the parts. Successful integration of all the elements can guard against the bias that may be inherent in a limited perspective and add to the confidence that can be placed in the process. The next page presents the model used in tHE Scheme and indicates some additional sources of information.

Best Practice in the Eva&'ation of Teaching Effectiveness

!!en"i# $ tHE Scheme Best Practice %o"e&s

Peer Observation in the Process of Personal "valuation of #eaching

-iagnostic assessment of Student needs = understanding of intentions

Informal repeated

*eer Observation of teaching

*rogress info. based on formative and summative course,or" and class responses

Student ;valuations

Student ;xams.

%igure &. *rocess of integrating feedbac" and evaluations. Information gained from teaching and evaluation processes !hanges and other responses feeding bac" into teaching in the module -iagnosis of student needs0 understanding of intentions

The most useful evaluation in ensuring teaching and learning effectiveness is probably the diagnosis of student needs in terms of ,hat students "no, and ,hat they are expected to "no, at the beginning or during the module. This can include ,hat they can do and ,hat they are expected to be able to do during the course as ne, or practiced s"ills. Such a diagnostic test can confirm, or other,ise, ,hether teacher and student expectations are ,ell matched. Informal feedbac" about teaching, and the learning ta"ing place, can be obtained through regular use of a variety of techni6ues. 1evie, and revision discussions at the end and beginning of sessions, anonymous 2post+its2 on ,alls after sessions, a 2postbox2 for comments or re6uests on ,ay out, feedbac" from postgraduate assistants, use of a feedbac" form all provide important information. *eer observation may be a colleague.s/ visiting a session or helping to revie, a recorded session. Several models are employed. 7ost are based on good practice developed in the supervision of trainee teachers or #$$ T#$. Some rely on collaborative groups of peers or reciprocal pairs. *eer observation should loo" for effectiveness in terms of methods used, style and approach, interaction and support for learners. %ormative and summative assessments provide progress and achievement information. Short problem solving activities, multiple choice tests, underta"en individually or in small groups, as"ing students to construct multiple choice or other 6uestions about a topic, stimulate deeper engagement ,ith material and issues and provide almost instant feedbac" to the class teacher in lectures and seminars. $n example is the 2entrance2 test for seminar meetings ,here preparation may have included a text to read. Students ,ho cannot ans,er the 6uestion.s/ are only allo,ed to stay ,ith the consent of the rest of the group. -iscussions in seminars and tutorials provide good information. Student performance in examinations provides detailed 6ualitative information in addition to performance scores. Teachers can consider the correlation bet,een particular 6uestions and the overall performance of students. Student evaluations should contain information about achievement of intentions, and, ho, the module content, structure and level of the 2challenge2 contributed to the outcomes, ho, the teacher contributed to learning, ho, the group and the individual contributed and ,hat barriers to learning ,ere experienced. .$ generic student experience evaluation form ,hich can be adapted for use in different modules is being prepared./ !omments from external and internal examiners and moderators in all assessments. 7odifications to the proposed follo,ing interpretation of all the information are fed into proposed changes to the module or course (recor"e" in an" comm'nicate" to st'"ents thro'gh han"boo) entries an" mo"'&e "escri!tion* and decisions about continuing professional development (thro'gh !ersona& "eve&o!ment revie+ !rocesses*.

Informal *eer Observation of teaching

*rogress info. based on formative and summative course,or" and class responses Student ;xaminations. Student ;valuations

;xaminers, = moderators comments !hanges to module and personal !*-

Best Practice in the Eva&'ation of Teaching Effectiveness

!!en"i# $ tHE Scheme Best Practice %o"e&s

Peer Observation of #eaching

*eer Observation .*O/ as a critical revie, of teaching activity is one of the elements of the Best *ractice 7odel for the ;valuation Teaching effectiveness. It is being used at Bangor in the follo,ing ,ays0

&& !artici!ants in tHE Scheme are re-'ire" to 'se !eer fee"bac) from at &east t+o observe" sessions in their ref&ections on their o+n teaching "eve&o!ments. Some Schoo&s have inc&'"e" Peer Observation in their .'a&it/ ss'rance (. * !rocesses an" as !re!aration for S'b0ect 1evie+ (S1* !rocess +hich inc&'"es teaching observation.

*eer Observation at Bangor is designed for use in *ersonal *rofessional -evelopment rather than as a management tool or for programme development although the process may have implications for the latter. To be effective, *eer Observation practices are expected to include0
Before the session to be observe"2 the teacher an" the observer +i&& agree the fo&&o+ing3

The purpose.s/ of the observation. The intention.s/ of the teaching8learning session. The relationship bet,een the session and the rest of the module and programme. $ny particular features on ,hich the teacher ,ould particularly li"e the observer to focus. In ,hat ,ays the Observer might participate in the session. .In some circumstances participant observation, team teaching, or other forms of involvement may be preferred to simple observation./ When and ,ith ,hom the observations ,ill be discussed.
St'"ents in sessions sho'&" be ma"e a+are that PO ta)es !&ace as a norma& !art of . an" .'a&it/ Enhancement rather than as a reactive or corrective !rocess. recor" of observations sho'&" form the basis of a conversation in +hich the teacher can be !rom!te" to reca&& as!ects of the session. The recor" of the observe" session be&ongs to the teacher.

.In Schools using *O as part of their #$ processes an agreed statement that the observation has been completed is sent to the (ead of School or person responsible for #$./
,ee"bac) on observations sho'&" fo&&o+ the Best Practice Princi!&es for ,ee"bac) ens'ring3

that strengths are highlighted, suggestions are made about ho, specific ,ea"nesses may be overcome, possible lines of development are identified and achievements are recognised.
The teacher sho'&" in"icate to the observer +hat actions are !&anne" fo&&o+ing the fee"bac) an" eva&'ation. Observers +i&& share their e#!erience of observing an" their 'n"erstan"ing of the !rocess in Schoo& or +i"er meetings of !eer observers.

Best Practice in the Eva&'ation of Teaching Effectiveness