Abstract
To ensure as well as to improve the quality of learning and teaching, higher education institutions normally conduct assessment and evaluation of their learning and teaching practices each semester. Several assessment and evaluation practices, one of which is collaborative peer review and observation of the teaching faculty, have been utilized to gain an overall picture of how educational institutions have best served their students. Using the approaches from Gosling (2014) and Bovill (2011) modified to meet our institutional needs, the Collaborative Peer-Supported Review and Observation of Teaching (CP-SROT) at the ‘X’ University which was initially planned to start fully fledged was shifted to a pilot project with the following objectives in mind (Connelly, 2008, p. 411): 1) to develop and test the adequacy of the research instruments; 2) to assess the feasibility of a full study; 3) to design and test the protocols; and 4) to collect preliminary data. The pilot project involved six full-time faculty members of the ‘X’ University observing in total eighteen selected faculty members within the two phases. The selection of the observed faculty members was based on their Teaching Grade Point Averages (TGPAs) from the combined past semesters. The CP-SROT pilot project when fully implemented is expected to eventually provide more complete and balanced perspectives of the teaching and learning processes from the four perspectives: the students, the higher education administrators, the upper management, and ultimately, the faculty members themselves.
Presenters
Helen Hendaria KamandhariEducational Research Specialist, CE2A (Center of Excellence in Teaching and Learning), Universidad de Ingeniería y Tecnología (UTEC), Lima, Peru
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CP-SROT, Pilot Project, Higher Education, Assessment, Evaluation, Teaching, Learning
