The University of South Australia's (UniSA) approach to the peer review of teaching includes distinct formative and summative processes as well as a Peer Observation approach called “Teaching Squares” which is strictly observational with no review, critical feedback or evaluative judgement.
The term ‘peer review of teaching' can be used to describe a formative process dedicated to improving teaching and obtaining evidence (with no evaluative judgement) through collegial partnerships. It can also refer to a summative process that involves gaining evidence to make an evaluation or a judgement about teaching quality.
UniSA's approach to the peer review of teaching includes distinct formative and summative processes:
Summative Peer Review of Teaching (SPRT) at UniSA is a formal process for evaluating an academic staff member's teaching for professional development purposes, probation or promotion.
Formative Peer Review is a safe, collegial process using many of the same tools as SPRT but will not result in an evaluative judgment. It can be a precursor to the Summative Peer Review and undertaken whenever or for whatever purpose it is needed.
Teaching squares is a an approach that provides you with an opportunity to gain new insight into your teaching through a non-evaluative process of reciprocal classroom observation and self-reflection.