Formative and Summative Peer Review

Gibson (2014) argues that peer review of teaching is a collaborative process in which trained instructors provide constructive feedback to enhance teaching practices or inform important decisions. Peer review fosters growth and strengthens the quality of education for instructors, their colleagues, and students. It provides instructors with constructive and empowering feedback, promoting meaningful professional development.

Through its multifaceted approach to teaching evaluation, the university fosters a comprehensive understanding of teaching effectiveness by integrating diverse perspectives—students, peers, and instructors—using various forms of evidence. Peer review plays a vital role in this approach, providing valuable insights and promoting continuous improvement in teaching and learning.

Peer review can serve different purposes and have distinct goals and outcomes depending on an instructor’s needs.

Formative review of teaching (used for personal reflection and growth)*  Summative review of teaching (shared as part of the annual review process)

A formative review identifies teaching strengths and growth areas. It focuses on improving and refining teaching skills and enhancing student learning experience.

A formative review focuses on:

  1. Improved instructional practice
  2. Professional development
  3. Increased confidence
  4. Enhanced collegiality

A summative review assesses the overall teaching effectiveness for annual review, promotion, and tenure. Summative peer reviews inform decisions surrounding promotion, reappointment, and tenure (Ackerman, Gross, and Vigneron 2009; Yon, Burnap, and Kohut 2002).

A summative review focuses on:

  1. Comprehensive review
  2. Evidence for career advancement
  3. Quality assurance
  4. Recognition of teaching excellence

*Review the Teaching, Learning and Evaluation Policy for more formative and summative peer review information. 

Whether engaging in a formative or summative review of teaching, the primary focus should always be on teaching development and improvement.

Formative and summative evaluations aim for fairness, transparency, and alignment with institutional priorities while accounting for diverse teaching contexts. Research highlights the diverse benefits of peer review, whether employed for formative or summative purposes. As Hendry et al. (2020) state: “Evidence for the effectiveness of peer review for professional development includes improved teaching practice, increased confidence, self-reflection, and engagement in the scholarship of teaching and learning” while also fostering community and disseminating effective methods (pp. 54-55).

Formative and summative peer review is crucial for enhancing instructional quality and teaching materials, supporting faculty development, and ensuring robust evaluation processes in higher education. Together, they create a well-rounded system in a world-class university.

Learn More: Additional Resources

Ackerman, D., B.L. Gross, and F. Vigneron. 2009. “Peer Observation Reports and Student Evaluations of Teaching: Who are the Experts?” Alberta Journal of Educational Research 55 (1): 18-39.

Chism, Nancy. 2007. Peer Review of Teaching: A Sourcebook (2nd Ed.). Bolton Ma: Anker Pub. Co. Inc.

Courneya, C. D. D. Pratt, and J. Collins. 2008. “Through What Perspective Do We Judge the Teaching of Peers?” Teaching and Teacher Education: An International Journal of Research and Studies 24 (1): 69-79.

Gibson, Susan. 2014. “Peer Review of Teaching.” CTL, University of Alberta.

Hendry, G. D., H. Georgiou, H. Lloyd, V. Tzioumis, S. Herkes, & M.D. Sharma. 2020. “It’s Hard to Grow When You’re Stuck on Your Own”: Enhancing Teaching through a Peer Observation and Review of Teaching Program.” International Journal for Academic Development. 26 (1), 54-68.

Yon, M., C. Burnap, and G. Kohut. 2002. “Evidence of Effective Teaching: Perceptions of Peer Reviewers.” College Teaching 50 (3): 104-110. doi: 10.1080/87567550209595887.