Peer enhancement of teaching, assessment and learning

Peer enhancement of teaching and learning is a process of learning from and with colleagues in a developmental scheme based on observation of your practice. This might be classroom based teaching, but can equally be looking at other areas of teaching practice, for example, how you give formative feedback to students, your use of marking criteria or your use of the online environment for teaching. What is significant in the peer enhancement process is a constructive discussion of observed behaviour amongst colleagues.

At Oxford Brookes, there have been a number of examples of such peer enhancement schemes 

  • Westminster Institute of Education PETL Scheme
  • Oxford Brookes International PELT Group
  • Arts and Humanities PETL Scheme
  • Social Sciences and Law PETAL
  • Health and Social Care Peer observation of teaching

Whilst the details of the peer enhancement schemes varied, the essence of then remains constant, namely:

  • Individual choice over what aspect of practice is selected 
  • Sharing current good practices 
  • Peer enhancement triads are the norm
  • Peer discussion in order to explore and encourage enhancement of teaching and learning

Each member of staff involved in learning and teaching is now expected to participate in a local peer enhancement scheme and to record their experience of the scheme and how it has affected their practice. Evidence of engagement in the scheme is recorded and brought in to the Personal Development and Review (PDR) meeting.

It is intended that engagement in the local peer enhancement process is monitored locally and reported at the Faculty Academic Enhancement and Standards Committees or an equivalent committee of the relevant Directorate, and a summary report submitted to the University AESC.

Participation in the formal peer enhancement scheme should be supplemented with more sustained engagement with other processes of professional development in order to benefit the student learning experience.