Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

被引:24
作者
DiVall, Margarita [1 ]
Barr, Judith [1 ]
Gonyeau, Michael [1 ]
Matthews, S. James [1 ]
Van Amburgh, Jenny [1 ]
Qualters, Donna [2 ]
Trujillo, Jennifer [3 ]
机构
[1] Northeastern Univ, Sch Pharm, Boston, MA 02115 USA
[2] Tufts Univ, Ctr Enhancement Learning & Teaching, Medford, MA 02155 USA
[3] Univ Colorado, Skaggs Sch Pharm & Pharmaceut Sci, Aurora, CO USA
关键词
peer assessment; peer evaluation; assessment;
D O I
10.5688/ajpe76461
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Objective. To assess a previously described peer observation and evaluation program 2 years after implementation. Methods. An pre-implementation survey assessed faculty needs and attitudes related to peer evaluation. Two years after implementation, the survey was repeated and additional questions asked regarding adherence to peer observation and evaluation policies and procedures, feedback received, and impact on teaching. Results. Faculty attitudes towards peer evaluation stayed the same or improved post-implementation. Adherence to the initial 3 steps of the process was high (100%, 100%, and 94%, respectively); however, step 4, which required a final discussion after student assessments were finished, was completed by only 47% of the respondents. All faculty members reported receiving a balance of positive and constructive feedback; 78% agreed that peer observation and evaluation gave them concrete suggestions for improving their teaching; and 89% felt that the benefits of peer observation and evaluation outweighed the effort of participating. Conclusions. Faculty members adhered to the policies and procedures of peer observation and evaluation and found peer feedback was beneficial.
引用
收藏
页数:7
相关论文
共 10 条
  • [1] [Anonymous], ACCR STAND GUID PROF
  • [2] [Anonymous], 36 IDEA KANS STAT U
  • [3] A comparison between student ratings and faculty self-ratings of instructional effectiveness
    Barnett, CW
    Matthews, HW
    Jackson, RA
    [J]. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 2003, 67 (04)
  • [4] Diamond M.R., 2004, Active Learning in Higher Education, V5, P217
  • [5] Evaluation of an evidence-based peer teaching assessment program
    Hansen, Laura B.
    McCollum, Marianne
    Paulsen, Susan M.
    Cyr, Thomas
    Jarvis, Catherine L.
    Tate, Glenda
    Altiere, Ralph J.
    [J]. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 2007, 71 (03)
  • [6] A comparison of student evaluations and faculty peer evaluations of faculty lectures
    Leamon, MH
    Servis, ME
    Canning, RD
    Searles, RC
    [J]. ACADEMIC MEDICINE, 1999, 74 (10) : S22 - S24
  • [7] Changing approaches to teaching: A relational perspective
    Trigwell, K
    Prosser, M
    [J]. STUDIES IN HIGHER EDUCATION, 1996, 21 (03) : 275 - 284
  • [8] A Nutrition Journal and Diabetes Shopping Experience to Improve Pharmacy Students' Empathy and Cultural Competence
    Trujillo, Jennifer M.
    Hardy, Yolanda
    [J]. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 2009, 73 (02)
  • [9] Webb J, 1997, IMPROVE ACAD, V16
  • [10] Wolfgang AP, 1995, AM J PHARM EDUC, V59, P342