Skip to main content

Inside the peer review process: How academics review a colleague's teaching portfolio

Quinlan, Kathleen M. (2002) Inside the peer review process: How academics review a colleague's teaching portfolio. Teaching and Teacher Education, 18 (8). pp. 1035-1049. ISSN 0742-051X. (doi:10.1016/S0742-051X(02)00058-6) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1016/S0742-051X(02)00058-6

Abstract

Understanding how academics review and make judgments about teaching portfolios is important as the peer review of teaching becomes more common. This think-aloud study examines the processes seven academics used in reasoning through a colleague's biochemistry course portfolio. Analysis of the interview transcripts revealed that participants used a normative, case-based reasoning approach, comparing the reviewee's practices to their own experiences, their colleagues, and to prototypical or traditional practices. They considered contextual factors and their pre-existing knowledge of the teacher and the context. The readers justified their final decisions based on the appropriateness and achievement of educational goals. The teacher's reflective commentary, the student evaluations of teaching, and the syllabus were important in their review. Implications are discussed.

Item Type: Article
DOI/Identification number: 10.1016/S0742-051X(02)00058-6
Uncontrolled keywords: Cognitive processes, Course evaluation, Evaluation methods, Faculty evaluation, Problem solving, Protocol analysis, Scholarly communication
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 10 Feb 2017 10:27 UTC
Last Modified: 29 May 2019 18:39 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60298 (The current URI for this page, for reference purposes)
  • Depositors only (login required):