Reimagining Faculty Assessment through Co-Peer Evaluation: An Alternative Approach to Postsecondary Teaching Evaluation

• In Event: Power, Policy, and Belonging in Higher Education

Abstract

Faculty members in postsecondary institutions are well acquainted with expectations for teaching evaluation and the need to demonstrate continued growth in their professional teaching practices. For pre-tenure faculty members, and others seeking promotion, the stakes are especially high. Though student end-of-course evaluations are still commonplace, universities often request or allow other forms of evaluation and demonstration of faculty development to supplement this primary data source. In response, we present the alternative model of Collaborative Peer Evaluation (Co-Peer Evaluation)—a flexible, interdisciplinary, and heuristic approach for faculty to engage in self-directed teaching assessment and development.

Authors

• Meghan Phadke, Miami University

• Racheal M Banda, Miami University in Oxford