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 abilityto teach, or some other aspect of teaching and learning.For example, SPRT might be used to judge the design of assessment or another design 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 two instances:
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.
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.
SPRT is available to colleagues:
The SPRT process involves the following phases:
Each of these stages is facilitated by the Summative Peer Review of Teaching (SPRT) software.
Your first step is a discussion with your Head of School who will then initiate the process.
Peer reviewees can register to participate in a 1.5 hour workshop to prepare for summative peer review of their teaching. Workshops will be held on each campus.
The following resources inform and support the summative peer review of teaching process: