1. Classroom Observation Form for Peer Review of Teaching
Faculty Member: _______________________________
Course Observed: __________ __________ __________ _________
Prefix Course No. Section Semester
Time: ____________ Date: ___________ Observer: ______________________
Please rate each of the following areas on a scale of 0 to 10 in conformance with the departmental rubric
(0 1 2 3 = Poor, 4 5 – Fair, 6 7 = Good, 8 9 10 = Excellent).
Delivery and projection: _____
(heard throughout the room, non-monotone use of voice, understandable diction)
Organization: _____
(provides an overview, logical progression of ideas, continuity of ideas)
Time management: _____
(starts and ends class on time, good balance of review and new information)
Handling of subject material: _____
(clarity and precision, use of examples, use of techniques to aid learning
such as relevant applications, discussion, multiple ways of solving a problem,
level of teaching appropriate for the class)
Learning outcomes: _____
(promotes critical thinking and problem solving, enhances topic specific terminology,
concept building, interpretation, and reasoning)
Student interaction: _____
(attentive, involved, inquisitive students)
Interest/enthusiasm of instructor: _____
(energetic, animated, positive reinforcement)
Board Presentation _____
(writing is legible, figures are clear)
If relevant, use of instructional support materials: _____
This item may be rated N/A (not applicable).
(clear, readable, relevant to topic)
Please write a review of the class that you observed noting the various areas described in the guidelines
and supporting your ratings.

2. Instructional Materials Form for Peer Review of Teaching
Faculty Member: _______________________________
Course Reviewed: __________ __________ __________ _________
Prefix Course No. Section Semester
Date of review: _________ Reviewer: _________________
Please comment on the course syllabus, schedule, and assessment measures:
A course syllabus should contain the following: instructor's name, office location and contact
information, course #, title, credit hours, term, meeting times & location, description including
prerequisites, required materials such as texts, objectives, means of evaluating student performance,
grading scale, class policies on make-ups, academic honesty, civility, and related issues such as the use of
calculators, cell phones, etc., and a disability statement.
A course schedule should be well –organized and provide approximate dates for assignments and
examinations. One major instrument of evaluation should be scheduled before the drop date.
Sample assessment measures should address student-learning outcomes and be reasonable in length and
difficulty.