Peer Review Report: Online Subject Site Dimensions of learning and teaching activity: Quantity and quality of evidence Students are actively engaged in learning No apparent Some Many examples examples examples Your examples and comments Effectiveness Effective Very not effective Students’ prior knowledge and experience is No apparent Some Many examples examples examples built upon Your examples and comments Effectiveness Effective Very not clear effective Teaching caters for student diversity No apparent Some Many examples examples examples Your examples and comments Effectiveness Effective Very not effective Students are encouraged to develop/expand No apparent Some Many examples examples examples their conceptual understanding Your examples and comments Effectiveness Effective Very not clear effective Students are made aware of key learning No apparent Some Many examples examples examples outcomes Your examples and comments Actively links theory and practice through No apparent Some Many examples examples examples research, professional/ industry or discipline examples. Effectiveness Effective Very Your examples and comments not clear effective Uses learning environments, educational No apparent Some Many examples examples examples resources and techniques appropriately Your examples and comments Effectiveness Effective Very not clear effective Presents material logically No apparent Some Many examples examples examples Your examples and comments Effectiveness Effective Very not clear effective Seeks feedback on students’ understanding and No apparent Some Many examples examples examples acts on this accordingly Effectiveness Effective Very Your examples and comments not effective Other areas as determined by the reviewee No apparent Some Many examples examples examples Your examples and comments Effectiveness Effective Very not clear effective Advisory notes on the Dimensions of Teaching (Not to be submitted with the Observation of Teaching Report)
Peer Review Report: Online Subject Site Dimensions of learning and teaching activity: Quantity and quality of evidence Students are actively engaged in learning Your examples and comments No apparent examples Some examples Many examples Effectiveness not Effective Very effective Students’ prior knowledge and experience is built upon Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Teaching caters for student diversity Your examples and comments No apparent examples Some examples Many examples Effectiveness not Effective Very effective Students are encouraged to develop/expand their conceptual understanding Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Students are made aware of key learning outcomes Your examples and comments No apparent examples Some examples Many examples Actively links theory and practice through research, professional/ industry or discipline examples. Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Uses learning environments, educational resources and techniques appropriately Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Presents material logically Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Seeks feedback on students’ understanding and acts on this accordingly Your examples and comments No apparent examples Some examples Many examples Effectiveness not Effective Very effective Other areas as determined by the reviewee Your examples and comments No apparent examples Some examples Many examples Effectiveness not clear Effective Very effective Advisory notes on the Dimensions of Teaching (Not to be submitted with the Observation of Teaching Report)