Summative Peer Review of Teaching

Summative Peer Review of Teaching (SPRT) at UniSA is a formal process for generating evidence to make and substantiate a judgment about a person’s ability to teach, or their performance with respect to some other aspect of teaching and learning. For example, SPRT might be used to evaluate the design of a learning activity or an assessment task in a course. While SPRT may provide some qualitative feedback which can be used to improve performance, the primary purpose of SPRT is summative.  

SPRT is available to academic staff at UniSA who have teaching as part of their role. It can only be performed by trained UniSA staff reviewers. An SPRT is formally initiated for a staff member  by the Dean of Programs (or a delegate) , only in the following three instances:

  • anytime within their three-year probation period,
  • when applying for promotion,
  • for performance development.

Why have a summative peer review?

Formal summative peer review of teaching is concerned with the evaluation of an academic staff member's teaching for professional development purposes, probation or promotion. UniSA's SPRT process provides reviewees with a source of data about their teaching when seeking to evidence quality teaching practices. It supplements already available data from student and course evaluations, learning analytics, pass/fail rates, assessment profiles, retention figures, etc, which together can be used to inform decision-making activities such as probation, promotion and performance improvement.

What is the SPRT process?

The SPRT process involves the following stages:

  • A meeting between the staff member (the Reviewee) and their Dean of Programs or delegate to discuss and initiate the summative peer review of teaching process.
  • A pre-review meeting between the Reviewee and the two Reviewers to discuss the context of the activity/resource to be reviewed (30-60 mins max)
  • The observation and review of the activity/resource by the two Reviewers (60 mins max).
  • A single moderated peer review report generated by the two Reviewers, which is sent to the Reviewee for a response and then to their Dean of Programs or delegate to close the review (30-60 mins).

Each of these stages is facilitated by the Summative Peer Review of Teaching (SPRT) online tool.

How to get involved?

To have an SPRT undertaken, the first step is a discussion with your Dean of Programs or delegate who can then initiate the process.

To become an SPRT Reviewer, discuss your interest and eligibility with your Dean of Program, or delegate, to nominate you to undertake the SPRT Peer Reviewer training conducted annually by the TIU.

What resources are available?

The following resources inform and support the summative peer review of teaching process:

For access and support with the SPRT online tool:

  • The SPRT online tool (access is available only to Deans of Programs or delegates, reviewers who have been invited to conduct a review, plus anyone who has had a review of their teaching instigated)
  • Summative Peer Review of Teaching Help (a learnonline resource for help with using the online tool)

For review managers:

  • Managing peer reviews (this resource informs the Dean of Programs role [or delegate] in the Summative Peer Review of Teaching process) (PDF 625 KB, opens in a new window) 

For reviewees:

Reviewees are encouraged to consult with a TIU Academic Developer or to a 1 hour online, synchronous workshop offered by the TIU, titled 'Reviewee preparation for Summative Peer Review of Teaching'.  Click here to view session times and register; or contact the TIU to schedule a group session.