D: Peer Review: Observation of Teaching Report Dimensions of learning and teaching activity: Quantity and quality of evidence Students are actively engaged in learning No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective and experience is No apparent Some Many Extensive Students’ prior knowledge built upon examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Teaching caters for student diversity No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Students are encouraged to develop/expand No apparent Some Many Extensive their conceptual understanding examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Students are made aware of key learning No apparent Some Many Extensive outcomes examples examples examples examples Your examples and comments Actively uses links between research or No apparent Some Many Extensive examples examples examples examples industry and teaching Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Uses educational resources and techniques No apparent Some Many Extensive appropriately examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Presents material logically No apparent Some Many Extensive examples examples examples examples Your examples and comments Effectiveness Effective Very Exceptionally not clear effective effective Seeks feedback on understanding and No apparent Some Many Extensive students’ acts on this accordingly examples examples examples examples
D: Peer Review: Observation of Teaching Report 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 Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students’ prior knowledge and experience is built upon Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Teaching caters for student diversity Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are encouraged to develop/expand their conceptual understanding Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Students are made aware of key learning outcomes Your examples and comments No apparent examples Some examples Many examples Extensive examples Actively uses links between research or industry and teaching Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Uses educational resources and techniques appropriately Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Presents material logically Your examples and comments No apparent examples Some examples Many examples Extensive examples Effectiveness not clear Effective Very effective Exceptionally effective Seeks feedback on students’ understanding and acts on this accordingly No apparent examples Some examples Many examples Extensive examples
Form-3-2017-Peer-Review-Report-Template-with-checkboxes.docx