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Formative Peer Review Forms

 

The Teaching and Learning Center has composed the following Formative, Development-Focused Peer Review Forms for the WVU community. These forms are presented in a non-evaluative context. There is no score to earn. The forms provide a recommended list of what to look for when reviewing artifacts of teaching or observing teaching. The forms are provided in Microsoft Word format, and the tables can be edited to include additional rows and criteria.

Take note of the following...

  • Confidentiality should be of the utmost importance during a Formative, Development-Focused Peer Review. Do not discuss, disclose, or share the resulting artifacts from the review without the consent of the other faculty member. (Do not forward another faculty member’s development-focused review to a dean, chair, program head, instructional support staff, etc.)
  • These forms were created with accessibility in mind. If you would like to request a specific accommodation, please let us know how we can further assist you.
  • Would you like to provide input on the continuous improvement of this resource collection? Please contact Sarah McCorkle. (Updated July 2025)

 

About the Peer Review of Teaching

 

Preparing for the Peer Review

Reviewer's Service Log

The act of providing a formative peer review of teaching may count as service in your department. We have developed the Reviewer's Service Log to record your service efforts, while providing anonymity of the instructor receiving your peer review. (Contact your department if you have questions about how to report your service.)

Pre-Review Conference

The reviewer and the instructor receiving the review will complete this form together prior to conducting the formative peer review. This form is intended to guide the Pre-Review Conference by providing a recommended list of conversation prompts. 

 

Review of Teaching Artifacts

After discussing the goals for the formative peer review during the Pre-Review Conference, you may decide to review other teaching artifacts. This set of forms was developed to guide the reviewer through this process. Each criteria has a list of examples that you might "look for" as you explore the teaching artifacts.

It is not necessary to complete each of these forms, though we do recommend that instructors receive at least a review of their syllabus. The forms marked with an asterisk may be more difficult to complete if you are not familiar with the instructor’s discipline. You may remove any criteria you do not feel prepared to provide feedback on (or criteria that wasn't applicable to the course) by deleting the row from the table. 

Instructors can also conduct a self-review with these forms if they’d like!


Teaching Observation

Observation of Classroom Teaching

The observation of teaching is one component within the larger peer review of teaching umbrella. Consider the other aspects of your teaching that might be included in your peer review. See the Review of Teaching Artifacts section above for additional areas where you might consider seeking feedback.

Online Teaching 

If the course you are reviewing is a fully online course, WVU Online has developed an Online Course Rubric to support faculty (and WVU Online instructional designers) in evaluating and developing online courses at WVU. Their rubric provides a structured, effective framework for reviewing online courses. A link to their website is provided below.


Concluding the Peer Review

Post-Review Conference

The reviewer will conclude their review by filling in the post-review form. The form is intended to guide your Post-Review Conference by providing a recommended list of conversation prompts. The reviewer would then present the results of their formative peer review during the Post-Review Conference meeting and transfer assets to the instructor receiving the review. Please do not forward the peer review materials to the instructor ahead of time.

Course Revision Action Plan

The instructor receiving the formative peer review will fill out a reflection and planning form where they will create an action plan and prioritize the changes they would like to make to their teaching. Instructors can return to this form periodically to document evidence of student outcomes as a result of these changes. 

 


Attribution

Appropriate attribution is provided in the footer of each form to indicate the sources that served to inform and inspire the creation of this resource collection.

These review forms are provided by the Teaching and Learning Center for the WVU community. The Teaching and Learning Center does not participate in peer reviews for the summative evaluation of teaching. WVU schools/colleges or departments may further adapt these forms for summative purposes; however, the Teaching and Learning Center logo and our name should be removed from the forms when used for summative evaluation of teaching.

While you do not need to cite our Center to use these forms internally at WVU, you should retain the footer information containing the citation for Chism (2007) and/or OSCQR. (If you are a member of the public and are not affiliated with WVU, please contact Sarah McCorkle if you would like to inquire about the use of these resources.)

References

Chism, N.V.N. (2007). Peer review of teaching: A sourcebook (2nd ed). Anker Publishing, A Wiley Imprint. ISBN: 978-1-933-37121-4

OSCQR Rubric, developed by the State University of New York through SUNY® Online and made available under the Creative Commons Attribution 4.0 International License (CC By 4.0).