Teesside University
Peer Review of Learning and Teaching Scheme
Optional Supplementary Resources for use with Peer
Review of Teaching Pack
Guidance Materials for Reviewing Different Types of Learning Situation
The following examples are provided to demonstrate the types of checklists which could be used
or adapted to provide a framework for reviewing different types of learning situation. These
checklists are designed for use between the reviewer/reviewee and are not part of the Peer
Review Scheme documentation.
Page
General Review Guide 1
1
General Review Guide 2
2
General Review Guide 3
4
General Review Guide 4
8
General Review Guide 5
9
Review of Small Group Teaching Session
10
Checklist for Group-Based Learning
14
Review of Practical or Laboratory Teaching
17
Review of Dissertation Supervision Session
21
Reviewing Online Resources 1
23
Checklist for Reviewing an Online Module
24
Checklist for Reviewing Online Activity
26
Reviewing Online Resources 2
29
Holistic Peer Review
30
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General Review Guide 1
Suggested Discussion Points for Reviewing a Teaching Session

Planning the session:
o how does the plan relate to previous sessions?
o are there clear aims and objectives?
o how does the session fit in with the overall programme for the module?
o are resources (AVA, handouts, tasks, available at the appropriate points?

Introducing the session to the students:
o is it clear to the students how this session relates to previous work?
o does the introduction “set the scene” for the session, giving students a
clear overview of the way it will develop?

Delivering and developing the plans
o is the communication of did ideas relevant, clear and coherent?
o Is there opportunity for the students to clarify their understanding? How is
this handled?
o What strategies are used to gain attention to refocus at intervals and to
ensure attention is maintained?
o Are the students motivated?
o Are the teaching methods appropriate to the task in hand?
o Are their opportunities for the students to think, question and feedback?
o What modes of delivery are used; is more than one used?

Concluding the session
o is the session drawn to a satisfactory conclusion (or an on-going series of
conclusions?)
o is there a summary of the main ideas or a review of the point reached so
far?
o does the conclusion look forward to the next session?
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General Review Guide 2
Reviewing a Teaching Session
Framework for reviewer’s notes and comments
Name:
Group:
Date:
Topic:
No. of Students
Planning the Session:
How does the plan relate to previous sessions?
Are there clear aims and objectives?
How does the session fit in with the overall programme for the module?
Are resources (Powerpoint, handouts, tasks) available at the appropriate points?
Introduction:
Was it clear to the students how this session relates to previous work?
Did the introduction “set the scene” for the session giving students a clear overview of the way it will
develop and their role in it?
Did the opening gain the class’s attention? Did it establish a rapport ?
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Delivering and developing the session:
Was the communication of ideas relevant, clear, coherent and well informed?
Was there opportunity for students to clarify their understanding? How was this handled?
What strategies were used to gain attention, to refocus at intervals and to ensure attention was
maintained?
Did students appear to be motivated?
Were the teaching methods appropriate to the task?
Concluding the session:
Was the session drawn to a satisfactory conclusion?
Was there a summary of the main ideas or a view of the point reached so far?
Did the conclusion look forward to the next session?
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GENERAL REVIEW GUIDE 3
REVIEW OF A TEACHING SESSION
Tutor:
Reviewer:
Date:
Venue:
Session title:
Type of session:
Length of session:
Session start time:
Duration of observation:
Resources used:
Number of students:
Possible:
Actual:
 PLANNING AND LEARNING OUTCOMES:
 STRUCTURE AND ORGANISATION:
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 APPROACHES AND METHODS:
 TEACHING STYLE AND DELIVERY:
 LEARNER PARTICIPATION:
 LEARNING AND TEACHING ENVIRONMENT AND RESOURCES:
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 CONTENT AND EVALUATION:

OTHER COMMENTS:
SIGNATURE:
DATE:
 TUTOR’S REFLECTION:
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General Review Guide 4
Prompts
Tick
Comments
if seen (strengths/areas for
development)
Clarity of Objectives
clearly stated and appropriate
Planning and Organisation
clear structure, sequencing and signposting
good introduction and link to previous sessions
summary and link to follow-up activities
Methods /Approach
appropriate to outcomes and context
clear tasks for students
Delivery and Pace
appropriate speed
time well managed
enthusiastic
sustained student interest
Content
currency & accuracy
relevance
use of examples
level appropriate to outcomes & student need
applied to practice where appropriate
Student Participation
questions asked of students
opportunities for students to question/comment
drawing upon student interests & concerns
ensuring all involved in any groupwork
Opportunity to practise skills where appropriate
Use of Accommodation
and Learning Resources
accommodation appropriate
used venue to best effect
audiovisual aids & handouts used effectively
General Comments
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General Review Guide 5
for Lectures, Seminars and Lab-based Practical Sessions
This form is a guide to some of the issues you may wish to consider during the review

Prompts
Comments
(strengths/areas for development)
Clarity of objectives
Clearly stated and
appropriate for the level of
study
Planning and organisation
Clear structure, sequenced
and signposting
Clear introduction and linked
into module structure
Summary provided and
linked to follow up activities
Method/approach
Appropriate to outcomes and
context
Clear tasks for students
Delivery and pace
Appropriate speed of delivery
Time in session managed
well
Delivered with enthusiasm
Student interest sustained
Content
Current and accurate
Appropriate content for the
level of study
Use of examples
Applied to practice where
appropriate
Student participation
Questions asked by students
Opportunities for students to
question/comment
Ensuring all are involved in
any groupwork
Opportunity to practice skills
where appropriate
Use of Accommodation and learning resources
Accommodation appropriate
Use of venue to best effect
Audio visual aids & handouts
used effectively
General comments
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Review of a Small Group Teaching Session
Date of session: …………………………………………………………………………………………….
Details of the session: …………………………………………………………………………………
PREPARATION AND PLANNING:
How well did the tutor ……………….?
Very Well
Well
Reasonably
Not Very
Well
Very Well
Well
Reasonably
Not Very
Well
1. Identify key objectives in terms of
knowledge and skills
2. Plan themes for discussion and tasks
to be undertaken
3. Place the session in context within
an appropriate framework (eg the
degree programme, the option, a series
of lectures)
COMMENTS:
START OF THE SESSION:
How well did the tutor ………?
1. Introduce the subject in an
interesting way
2. Make the aims of the session clear
to the students
3.
Make the objectives of the
session clear
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4. Link the subject to previous
teaching sessions e.g. lectures
5. Set tasks appropriately, issuing a
clear brief and allocating
responsibilities
6. Define the topic for discussion
7. Introduce tasks effectively
8. Explain tasks clearly and concisely
COMMENTS:
PRESENTATION OF THE SESSION:
How well did the tutor …
Very Well
Well
Reasonably
Not Very
Well
Well
Reasonably
Not Very
Well
1. Show enthusiasm
2. Engage with the students
3.
Use visual aids to support the
session
COMMENTS:
STUDENT PARTICIPATION AND INTERACTION:
How well did the tutor
Very Well
1. Ask questions to clarify
understanding
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2. Use questions to involve students
3. Handle student questions and
responses appropriately.
4. Respond positively to and build on
incorrect answers
5. Encourage reasoned argument
6. Invite and reinforce participation
by non-contributing students in a nonthreatening way
7. Restrain dominant students in a nonthreatening way
8. Give support and guidance to help
students with difficulties
9. Restrain dominant students in a nonthreatening way
10. Give support and guidance to help
students with difficulties
11. Maintain student interest
12. Monitor student progress during
the session
COMMENTS:
FINISHING THE SESSION:
How well did the tutor ………..?
Very Well
1. Reiterate and summarise key points
2. Summarise the discussion
3. Give clear instructions for follow up
work
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Well
Reasonably
Not Very
Well
4. Identify link with following session
5. End the session positively and
clearly
COMMENTS:
GENERAL COMMENTS:
(Include here reference to any issues affecting the session which were outside the control
of the teacher/tutor e.g. accommodation, resources.)
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CHECKLIST FOR GROUP BASED LEARNING
Does the tutor ………
1. VENUE AND CLIMATE
Ensure that the venue is suitable in
terms of seating, heating, lighting, etc.
Establish a congenial atmosphere in
which
students’
viewpoints
and
experiences are valued?
2. AIMS AND PURPOSES
Ensure that students understand the
aims of the session(s)? - how these
relate to other parts of their course?
And what they can expect to achieve
from the session(s)?
3. GROUND RULES
Ensure students know what is expected
of them by way of preparation? That they
understand when it is appropriate to
contribute, to raise a question, respond to
a question or to challenge points made by
others - make explicit what the tutor’s
role is?
4. PLANNING TASKS
Select tasks appropriate to the aims of
the session? Do the tasks offer students
a variety of learning experiences (eg the
chance to draw on their own resources
and experiences, but also to share with
and learn from others)?
5. STRUCTURING AND SEQUENCING TASKS
Ensure tasks early in the session(s)
enable all to be involved? Make sure
the outcomes from one task lead to
another? Give clear and succinct
instructions? Set and keep to realistic
time allocations for tasks?
6. LISTENING
Give positive attention to what
students say?
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Reflect readiness to listen in verbal
responses and in body language?
13
CHECKLIST FOR GROUP BASED LEARNING
Does the tutor …..
7. QUESTIONING
Use a variety of questioning strategies
(eg open, closed and reflective
questions) in a sensitive and flexible
manner
8. EXPLAINING AND CLARIFYING
Allow students space to attempt tasks
before giving own explanations?
Build students ideas into own
explanations?
9. ENCOURAGING PARTICIPATION
Encourage all students in the group to
contribute, to talk to each other (as
well as to the tutor)? Avoid dominating
the proceedings. Intervene
appropriately eg to restrain the
vociferous, to encourage the silent, to
defuse conflict?
10. RESPONDING TO STUDENTS AS INDIVIDUALS
Act sensitively to students as individuals (ie
taking into account their backgrounds and
prior knowledge)
11.MONITORING
Provide opportunities for the group to
take stock and to review its
effectiveness as a learning group
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12. CLOSING
Make provisions for summing up what has
been achieved?
Establish what is necessary to follow up the
session and consolidate what has been
learned?
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Review of Practical or Laboratory Teaching
Date of session: …………………………………………………………………………………………….
Details of the session: …………………………………………………………………………………
PREPARATION AND PLANNING:
How well did the tutor ……………….?
Very Well
Well
Reasonably
Not Very
Well
Very Well
Well
Reasonably
Not Very
Well
1. Identify key objectives in terms of
knowledge and skills
2. Place the session in context within
an appropriate framework (e.g the
degree programme, the option, a series
of lectures)
3. Set tasks at the appropriate level
4. Relate the content to the curriculum
theory skills
5. Identify the role of teaching
assistants to support the session
COMMENTS:
START OF THE SESSION:
How well did the tutor ………?
1. Brief the students adequately
2. Make the aims of the session clear
to the students
3. Link the session to previous learning
e.g. in lectures
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4. Make the role of the teaching
assistants and technicians clear to the
students
5. Introduce tasks effectively
6. Explain tasks clearly and concisely
7. Demonstrate techniques
COMMENTS:
PRESENTATION OF THE SESSION:
How well did the tutor …
Very Well
1. Use legible and clear audio visual
material to support the session
2. Show enthusiasm
4.
Speak clearly and concisely
5.
Engage with the students
COMMENTS:
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Well
Reasonably
Not Very
Well
STUDENT PARTICIPATION AND INTERACTION:
How well did the tutor ….?
Very Well
Well
Reasonably
Not Very
Well
Well
Reasonably
Not Very
Well
1. Ask questions to clarify
understanding
2. Handle student questions and
responses appropriately
3. Respond positively to and build on
incorrect answers.
4. Encourage students to participate
fully
5. Encourage students to share ideas
6. Give support and guidance to help
students with difficulties
7. Keep students involved
8. Monitor student progress during the
session
COMMENTS:
FINISHING THE SESSION:
How well did the tutor ………..?
Very Well
1. Reiterate and summarise key points
2. Summarise the discussion
3. Give clear instructions for follow up
work
4. Identify link with following session
5. End the session positively and
clearly
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COMMENTS:
GENERAL COMMENTS:
(Include here reference to any issues affecting the session which were outside the control
of the teacher/tutor e.g. accommodation, resources.)
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Review of Dissertation Supervision Session
Pre-observation information
The lecturer being reviewed should provide the following information to the
reviewer prior to the session.
Name of lecturer:
Name of Reviewer:
Length of session:
Date and time of session:
Location of session:
General information about the topic area and method of investigation adopted
by the supervised student.
Any additional information about the supervision process to date, e.g.
attendance, student engagement etc.
Information about the supervision given to date e.g. what stage of the process
the supervised student is with their dissertation etc.
This section may also include what is expected from the supervised session
Summary of dissertation supervision notes and student action plans to date
could also be provided
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Review Guide for Dissertation Supervision Session
Prompts

Comments
(strengths/areas for development)
Clarity of objectives for session
Clearly stated and
appropriate to the student
Planning and organisation
Clear structure to the session
Feedback on work to date
Student update on targets
met since previous meeting
Summary provided/ student
action plan developed
Method/approach
Appropriate to context
Student led, clear tasks set
by student – agreed by
supervisor
Linked to past events via
documentation e.g. agreed
plan of actions
Delivery and pace
Time in session managed
well
Enthusiasm
Student interest sustained
Appropriate content for the
level of study
Use of examples
Student participation
Student encouraged to
manage own work
Opportunities for student to
question/comment
Opportunity to discuss
personal development
Opportunity to discuss
professional development
and career planning
Use of Accommodation and learning resources
Accommodation appropriate
Action plans/student diary
used appropriately
General comments
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Reviewing Online Learning Resources 1
Peer Review of online delivery can either be for:
 a full module’s online content
 a discrete online learning activity (e.g. a discussion forum, a blog or podcasts)
Review checklists are provided for both situations. It is expected that the review will take
the form of a discussion with the reviewer and reviewee working through the checklist
together. If both the reviewer and reviewee feel there is a need for more expert help with
regard to e-learning then they may invite their School e-learning co-ordinator, a member
of the e-learning team in CLQE or an appropriately experienced member of academic
staff. The guidance sheets identify what should be considered. While they are
comprehensive the checklists are by no means exhaustive nor prescriptive and in no
way suggest that technologies, tools or techniques should be incorporated within a
module for any other than sound pedagogical reasons. Decisions on whether to adopt
any e-learning tool or technique will depend on the learning strategy determined by the
module team and documented on the UTREG 2 form.
It is anticipated that the review activity will take approximately 1 hour to do properly. If
the module is delivered by a team rather than an individual module leader then the full
teaching team can be invited to participate in the review. If this is not possible then at the
very least they should be made aware that the review is taking place and be given
access to any relevant comments and the summary.
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Checklist for an Online Module
Student Access to the Online Module
Are students directed to the module via Blackboard?
If the online content of a module is held outside of Blackboard, is a clear link that works
both internally and externally to the university?
Communication/Announcements/Notices
Are notices/announcements to students managed electronically, If not, how is
staff/student communication effected?
Are communication areas managed effectively? including removal of out of date items.
Are any other tools used and if so how successful are they?
Navigation and Structure
Are button/link labels appropriate and informative and do all buttons/links have content?
Is the content well organised e.g. in sections and folders?
Are the number of clicks required to access items minimal?
Are students aware when and where new items are available (such as regular updates
e.g. weekly or announcements posted)?
Interface Design/Look and Feel
Is the module interface well designed? For example is there consistent use of
colours/fonts etc., Is module/subject branding used e.g. inclusion of a banner, the
interface is well presented and uncluttered?
Are only e-tools in use available? (e.g. in Blackboard communications area have tools
that are not in use been removed from the menu?)
Module Contents
Is there a module guide present - based on minimum standard (including learning
outcomes, assessment details and assessment criteria) or using school template?
Is there a clear statement regarding module delivery, e.g. proportion of the module that
is face-to-face and online and what staff and students should expect.
Is there a module schedule available? Are staff contact details available?
Are learning materials available as required and are they organised appropriately e.g.
weekly or by topic?
Is there a clear explanation of folders and files contents?
Is there a reading list available, does this use the LIS reading list tool?
Is there a link to DISSC available?
Assessment
Is there timely information on assessments available from the top level menu?
Is there any online summative assessment and if so has this been moderated and risks
assessed?
Do you have any contingency plans in the event of technical problems?
Quality of content
Are documents well presented and structured, including, grammar, spelling, layout, use
of white space etc?
Is the format of the document accessible to ALL students (e.g. use of Word 2007)? If not
what is being done to make sure all students have equitable access?
Are documents easily readable on screen?
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Is a sans-serif font used e.g verdana or arial? (For printable documents is Arial point 12)
Are any other efforts made to enhance the inclusivity of the site e.g. use of Course
Genii?
Use of Media
Has file size been considered e.g. download times?
Are large files hosted on a server external to Blackboard e.g. streaming server?
Are any of the following media used: audio/podcast; video; pictures/graphics; animation?
If so are they used effectively?
Is there any evidence of the use of media causing access problems for students e.g.
plug-in requirements?
Use of other e-tools such as Discussion Forums; blogs; wikis
Are they available and moderated? Are students participating? Are there timely
responses from staff?
Formative online tests/quizzes
Are they available? Are they used by students? What tool is being used to develop
them? Are they easy to access? Are they assessing at an appropriate level?
Group tool used
Have separate areas for groups been created? Are these group areas actively used?
Virtual classroom/chat
Is it available? Is it being used effectively?
External links
Are they well organised (e.g. in folders)? Are they relevant? Are they all active?
Copyright
Are there any contravention/questions?
Feedback/Evaluation
Are there opportunities for students to receive ongoing feedback?
Are there opportunities for students to give ongoing feedback/evaluation?
Problems/concerns
Are there any other problems/concerns identified?
Are there any areas of particularly innovative/beneficial practice?
E-Learning Model
Where does the model fit with respect to the University’s E-Learning Model?
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Checklist for an Online Activity
Module Context
Does the module comply with the University’s Threshold Quality Standard for VLE Use?
Modules hosted on School Intranet
Are students directed to the module via Blackboard?
If the online content of a module is held outside of Blackboard, is there a clear link that
works both internally and externally to the university?
Module Content
Is there a module guide present - based on minimum standard (minimum including
learning outcomes, assessment details and assessment criteria) or school template?
Is there a clear statement regarding module delivery, e.g. proportion of the module that
is face-to-face and online and what staff and students should expect.
Is there a module schedule available? Are staff contact details available?
Are learning materials available as required and are they organised appropriately e.g.
weekly or by topic?
Is there a clear explanation of folders and files contents?
Is there a reading list available, does this use the LIS reading list tool?
Is there a link to DISSC available?
Are button/link labels appropriate and informative and do all buttons/links have content?
Learning Activity
Objectives
Are the objectives of the activity clearly stated and appropriate?
Preparation
Are the following made clear?
 Structure of the activity,
 Activity start, end times and milestones
 Size/quality of deliverables
 Links with previous sessions
 Links to follow-on activities
Activity tasks
Are they appropriate to the level of the module?
Are tasks clearly stated?
Is there linkage with the module learning outcomes?
Pace
Are the timings appropriate?
Student Participation
Do students engage with the activity?
Is the level of student response appropriate to the module level and learning outcomes?
Staff Participation
Are staff actively involved and providing support and guidance?
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e.g. in an online discussion this could include encouraging the reluctant and preventing
people dominating the activity.
Use of resources
Are online materials relevant and appropriate?
Do all students have access to all required resources?
Assessment of activity
Does the activity form part of a summative or formative assessment?
If summative, have risks been assessed?
Have students had previous experience of this type of activity, or chance to practice?
Feedback
What feedback is given to students regarding the learning activity?
What opportunities do students have to give feedback/evaluate the learning activity?
Have any other problems/concerns been identified?
E-Learning Model
Where does the model fit with respect to the University’s E-Learning Model?
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Review Outcomes Sheet
The content of this sheet will remain confidential between the reviewee(s) and reviewer.
Has the discussion
identified elements
of good practice?
(please give
details)
Has the discussion
resulted in any
ideas/ suggestions
for enhancing the
module?(please
give details)
Please identify the
module’s type of
blend and its levels
with reference to
the University’s
E-Learning Model.
(Please circle)
Type of Blend
B1, B2, B3, B4
B/D
D1, D2, D3
Presentation
1 2 3 4
Organisation
1 2 3 4
Communication
1 2 3 4
Construction
1 2 3 4
Possibilities for
dissemination of
good practice?
(Dissemination
activities could be
either University-wide
or in school events
and could include
activities such as:
participation in a
showcasing event; a
learning and teaching
event or E@T lunch,
or an online case
study.)
Any other issues
for follow-up?
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Review Guide for Online Resources 2
It is suggested that the reviewer explores the resource without guidance from the reviewee in the first
instance before a session together occurs, this will enable the observer to gain an insight into the
experience offered to the student. The observed could then spend time explaining the resource and
clarify any issues that may have been raised.
Prompts

Comments
(strengths/areas for development)
Clarity of objectives
Clearly stated and
appropriate for the level of
study
Appropriate use of
announcements
Planning and organisation
Clear structure, and
signposting
Use of additional features
e.g. discussion board
Links to other resources
provided where appropriate
Use of folders to enable easy
use of site
Able to easily locate:
Module guide
Module review if appropriate
Lecture notes
Seminar/practical notes
FAQ’s or similar
External links
Module staff and office hours
Method/approach
Clear logic module structure
Clear tasks for students
Student participation
Questions asked by students
via discussion board
Opportunities for students to
add question/comment
Opportunity to practice skills
where appropriate e.g. online
exams
General comments
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Holistic Peer Review
Peer review can take a broader view of teaching-related activities of which physical or virtual
contact time with students is only one part. This checklist refers to a range of tutor activities that
impact upon the quality of the student learning experience.
Activity
Comments
Module content.
Where appropriate, the outline of
new modules, and changes to
the content or assessment of an
existing module has been
discussed within the subject
group.
Module assessment proposals.
An appropriate colleague has
reviewed all module assessment
proposals I am responsible for,
amendments have been made
by me and the proposals have
been put forward for distribution.
Module handbooks have been
prepared for all modules and
they conform with minimum TBS
requirements.
I have reviewed printed materials
provided to students (handouts,
exercises etc) and materials
placed on electronic sites and
discussed with appropriate
colleagues their relevance and
usefulness to students in
supporting my learning aims.
I have been involved in peer
review of teaching sessions and
received feedback based on
issues that I wanted to see
addressed.
I have prepared module
evaluation reports and discussed
these with colleagues where
appropriate to identify
improvements and changes in
response to student and other
feedback.
NB it will not be appropriate to
review all activities in any one
academic period, but one
observation each semester
should take place.
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