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Volume 11 2005 - Issues of Teaching & LearningVolume 11 2005 - Issues of Teaching & Learning Volume 11 2005 - Issues of Teaching & Learning 11
Issues of Teaching and Learning, 11(7)Issues of Teaching and Learning, 11(7)Issues of Teaching and Learning, 11(7) Issues of Teaching and Learning, 11(7) (7)
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Feedback on teaching from peers: Angst to acceptanceFeedback on teaching from peers: Angst to acceptanceFeedback on teaching from peers: Angst to acceptanceFeedback on teaching from peers: Angst to acceptance Feedback on teaching from peers: Angst to acceptance Feedback on teaching from peers
Peer review: teaching vs. researchPeer review: teaching vs. researchPeer review: teaching vs. researchPeer review: teaching vs. research Peer review: teaching vs. research Peer review: teaching vs. research
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Which peers? Who do you ask?Which peers? Who do you ask?Which peers? Who do you ask?Which peers? Who do you ask? Which peers? Who do you ask? Which peers? Who do you ask?
Being skilful in giving feedbackBeing skilful in giving feedbackBeing skilful in giving feedbackBeing skilful in giving feedback Being skilful in giving feedback Being skilful in giving feedback
Peer feedback: The future!Peer feedback: The future!Peer feedback: The future!Peer feedback: The future! Peer feedback: The future! Peer feedback: The future!
Issues of Teaching and Learning, 11(2)Issues of Teaching and Learning, 11(2)Issues of Teaching and Learning, 11(2) Issues of Teaching and Learning, 11(2) (2)
Issues of Teaching and Learning, 11(1)Issues of Teaching and Learning, 11(1)Issues of Teaching and Learning, 11(1) Issues of Teaching and Learning, 11(1) (1)
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Issues of Teaching and Learning, 11(3)

“In summary, ‘[s]ubmitting work to an international journal for anonymous refereeing by unknown peers is still one of the best tests of scholarly credibility in the academic world’ (Roberts 1999, p. 15). Currently, most reviews of teaching are provided by students. Unfortunately, they are poorly placed to review the scholarly credibility of the practices they are experiencing.”

Taylor, P. and Richardson, A. (2001). Validating Scholarship in University Teaching retrieved 28 March 2005 from http://www.dest.gov.au/archive/ highered/eippubs/eip01_3/01_3.pdf

What's Inside ITL

The Centre for the Advancement of Teaching and Learning (CATL) invites reader response to its publication ITL. Responses advancing the scholarly debate of issues raised will be published in the Web version of that issue.
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