Peer Observation of Teaching in Higher Education: Systematic Review of Observation Tools
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| Title: | Peer Observation of Teaching in Higher Education: Systematic Review of Observation Tools |
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| Language: | English |
| Authors: | Fernando Manuel Otero Saborido (ORCID |
| Source: | Educational Process: International Journal. 2024 13(1):84-101. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Observation, Peer Evaluation, Foreign Countries, Measures (Individuals), College Faculty |
| Geographic Terms: | Australia, United States |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study presents a systematic review of teaching observation instruments in the current literature based on PRISMA standards. Materials/methods: Three researchers performed searches on two databases, SCOPUS and Web of Science, focusing on two criteria: A) peer observation of teaching and B) higher education, with search terms included in the "Title/Keyword" fields. The AND command was used to join certain words, including peer observation and teaching, whilst the OR command was used to separate search terms within each criterion. Five exclusion criteria were defined and applied following the initial searches. The quality of research conducted in the literature using observation tools was assessed using a validated instrument in social science research. Results: The results revealed a total of 13 instruments that were analyzed in terms of four variables: country, validation, observation, and feedback: A) Country: More than half were designed by researchers from universities in the United States and Australia, B) Validation: Only three studies were designed following some kind of validation procedure, C/D) Observation and feedback: The number of items ranged from very loosely structured, with only a few items, to more comprehensive research. The most repeated item (8 of 13 instruments) was about the objectives of the observation section. Four study instruments included only an observation section, with no specific feedback section. Of the remainder, some included all three aspects of "strengths," "weaknesses," and "comments" in the feedback section, while others included only a feedback section. Conclusion: Excessive question numbers could make observation exercises overly complex, unless the items are distributed and observed across several sessions. An appropriate number of questions would correspond to the amount deemed by teachers themselves to be essential to observe the teaching process. Observation tools should include fields in which observers may add qualitative comments to deepen the understanding of the record and to improve the feedback quality. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416202 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study presents a systematic review of teaching observation instruments in the current literature based on PRISMA standards. Materials/methods: Three researchers performed searches on two databases, SCOPUS and Web of Science, focusing on two criteria: A) peer observation of teaching and B) higher education, with search terms included in the "Title/Keyword" fields. The AND command was used to join certain words, including peer observation and teaching, whilst the OR command was used to separate search terms within each criterion. Five exclusion criteria were defined and applied following the initial searches. The quality of research conducted in the literature using observation tools was assessed using a validated instrument in social science research. Results: The results revealed a total of 13 instruments that were analyzed in terms of four variables: country, validation, observation, and feedback: A) Country: More than half were designed by researchers from universities in the United States and Australia, B) Validation: Only three studies were designed following some kind of validation procedure, C/D) Observation and feedback: The number of items ranged from very loosely structured, with only a few items, to more comprehensive research. The most repeated item (8 of 13 instruments) was about the objectives of the observation section. Four study instruments included only an observation section, with no specific feedback section. Of the remainder, some included all three aspects of "strengths," "weaknesses," and "comments" in the feedback section, while others included only a feedback section. Conclusion: Excessive question numbers could make observation exercises overly complex, unless the items are distributed and observed across several sessions. An appropriate number of questions would correspond to the amount deemed by teachers themselves to be essential to observe the teaching process. Observation tools should include fields in which observers may add qualitative comments to deepen the understanding of the record and to improve the feedback quality. |
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| ISSN: | 2147-0901 2564-8020 |
