Contents
| Table of Contents | ||||
|---|---|---|---|---|
|
Being drafted as of April 2022.
Subpages
| Child pages (Children Display) |
|---|
Introduction and scope
Peer evaluation of teaching is required for personnel reviews, as per UCLA APO regulations (Appendix 3 of The CALL). Peer evaluation is also a means for instructors to reflect on and improve teaching practices, and in some cases may be helpful for program administrators.
Despite the UCLA requirement to have peer evaluation of teaching, there is no prescribed approach. The purpose of this policy is therefore to provide guidance to instructors in the School of Nursing as to how to request or perform peer evaluations.
Who, which, when?
Who should get a peer evaluation?
Every faculty in the School of Nursing needs peer evaluations. The Faculty includes instructors who are professors and lecturers, including instructors who are part-time or without salary. A faculty member who does not teach does not need a peer evaluation of teaching; examples may include some without-salary positions, or people in the Project Scientist or Researcher series.
Who can do a peer evaluation?
Any faculty can do a peer evaluation of teaching. Typically, the reviewer would be an experienced instructor familiar with teaching in the School of Nursing. However, it is possible to obtain evaluations from outside of the School, such as when giving a guest lecture.
What courses are suitable for peer evaluations?
Any formal instruction can be peer evaluated. However, for merit and promotion reviews, at least one School of Nursing course instruction should be reviewed. Ideally, the review would be for courses that the instructor is leading. Guest lectures can be included, but are not a substitute for School of Nursing courses
How often should an instructor get peer evaluations?
According to the UCLA regulations, at least one peer evaluation is needed for each merit (step) or promotion review.
How?
History
Prior to this policy, peer evaluations were ad hoc, consisting of either letters of support or short questionnaires handed out by an individual instructor to the peer reviewer.
Present approach
The aim is to 1) evaluate the quality of teaching and 2) provide feedback. The quality assessment is used for making merit and promotion decisions. The feedback allows the instructor to improve their teaching or help maintain an already high standard. The feedback in some cases may be relevant to the administration.