Abstract
This chapter outlines a practical and easy-to-implement four-stage model of peer review. This model differs from most models in that it also includes a meeting with students during which the peer reviewer gathers contextual information about the quality of the their learning experiences based on their teacher’s pedagogical practices. We describe the details involved in successfully completing each stage of peer review as well as the outcomes that derive from using this model. Finally, we note that the success of any model of peer review is highly dependent on particular skillsets of the individuals conducting the peer review. These qualities include pedagogical expertise, observational skills, and interview skills.
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Buskist, W., Ismail, E., Groccia, J. (2014). A Practical Model for Conducting Helpful Peer Review of Teaching. In: Sachs, J., Parsell, M. (eds) Peer Review of Learning and Teaching in Higher Education. Professional Learning and Development in Schools and Higher Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7639-5_3
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DOI: https://doi.org/10.1007/978-94-007-7639-5_3
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