Peer-review of teaching materials in Canadian and Australian universities: A content analysis.

Abstract

Peer-review of teaching materials (PRTM) has been considered a rigorous method to evaluate teaching performance to overcome the student evaluation's psychometric limitations and capture the complexity and multidimensionality of teaching. The current study aims to analyze the PRTM practices in Canadian and Australian universities in their faculty evaluation system. This is a qualitative content analysis study in which all websites of Canadian and Australian universities (n = 46) were searched based on the experts› opinion. Data related to PRTM were extracted and analyzed employing an integrative content analysis, incorporating both inductive and deductive elements iteratively. Data were coded and then organized into subcategories and categories using a predetermined framework including the major design elements of a PRTM system. The number of universities for each subcategory was calculated. A total of 21 universities provided information on PRTM on their websites. The main features of PRTM programs were organized under the seven major design elements. Universities applied PRTM mostly (n = 11) as a summative evaluation. Between half to two-thirds of the universities did not provide information regarding the identification of the reviewers and candidates, preparation of reviewers, and logistics (how often and when) of the PRTM. Almost all universities (n = 20) defined the criteria for review in terms of teaching philosophy (n = 20), teaching activities (n = 20), teaching effectiveness (n = 19), educational leadership (n = 18), teaching scholarship (n = 17), and professional development (n = 14). The major design elements of PRTM, categories and subcategories offered in the current study provide a practical framework to design and implement a comprehensive and detailed PRTM system in the academic setting.