Development of a Formative Peer Observation Protocol for STEM Faculty Reflection

Autor/inn/en	Dillon, Heather; James, Carolyn; Prestholdt, Tara; Peterson, Valerie; Salomone, Stephanie; Anctil, Eric
Titel	Development of a Formative Peer Observation Protocol for STEM Faculty Reflection
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 3, S.387-400 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dillon, Heather) ORCID (Anctil, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1645091
Schlagwörter	Peer Evaluation; Formative Evaluation; STEM Education; College Faculty; Evidence Based Practice; Reflective Teaching; Teacher Evaluation; Educational Change; Observation; Teacher Attitudes + Suchen Sie Ihr Suchwort? STEM; Fakultät; Teacher appraisal; Lehrerbeurteilung; Bildungsreform; Beobachtung; Lehrerverhalten
Abstract	Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01