Feedback on teaching from peers: Angst to acceptance

The traditional argument for academic independence coupled with the increasing specialisation in discipline areas has allowed teaching to be mainly an activity of individuals rather than teams, and the activity is performed behind closed doors. Public scrutiny of teaching is generally resisted.

While seeking and using feedback on teaching from colleagues is still an uncommon practice in many higher education institutions, student feedback on teaching has growing acceptance (in particular among administrators). For instance, 88% (N=598) of US colleges reported that student feedback on teaching data was always used in the process of evaluating teaching performance, whereas the percentage of colleges routinely using colleagues' opinions was found to be only 46% (Seldin, 1999).

Why is there a reluctance to use peer feedback? In Palmer's view (1998), courage is needed to examine teaching, even when the examiner is the teacher. If this is true for most teachers, then inviting someone else to look at one's teaching, or giving feedback on another's teaching, is bound to be fraught with anxiety.

All forms of evaluation can make you feel fairly insecure, even threatened ... What can be even more threatening is if [the feedback from others is] used for puposes which extend beyond your classroom, even beyond your department or institutions, and therefore beyond your control. (Ashcroft & Palacio, 1996, p. 119).

There are also those who oppose feedback because "no one truly knows what effective teaching is," let alone measuring effective teaching (Seldin, 1999, p.1).

Can feedback be something other than measurement or assessment? Even the terminology feedback, assessment, or review can lead to debate. What are the benefits of using colleagues' views of teaching (obtained through classroom observation or otherwise)? Why do academics seek and use others' opinions regarding their research processes and outcomes, but not their teaching processes or outcomes? How can feedback be given in a sensitive and effective way? Who would you choose to provide feedback? Some of the issues related to peer feedback are explored in this edition of ITL. A copy of the Peer Feedback on Teaching instrument developed in UWA is also included.

• Ashcroft, K., & Palacio, D. (1996). Researching into assessment and evaluation in colleges and universities. London: Kogan Page.
• Palmer, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass.
• Seldin, P. (1999). Current practices - good and bad - nationally. In P. Seldin (Ed.), Changing practices in evaluating teaching (pp. 1-24). Bolton, MA: Anker.