As members of the academic community we are asked periodically to review the work of our peers in a range of settings and for a range of purposes. Some of these are;
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member of an appointments panel member of a promotion panel collegiality |
interview and select candidate interview and review work of candidate writing a reference |
When we are asked to interview and review the work of an applicant there are general criteria to guide us but where the application is in relation to teaching the criteria should reflect what we know constitutes 'good teaching' ie teaching that results in effective student learning. The elements of good teaching are best summarized in the 1995 CAUT commissioned project Recognizing and Rewarding Good Teaching. A literature review and survey established what is generally held to be the attributes of good teaching. These elements are addressed and the evidence that would demonstrate them is discussed in the teaching Portfolio unit if this module. See Developing your Portfolio and What is Scholarly teaching?
The feedback that we provide on thee occasions should be such that it helps the recipient learn and change to improve the quality of their student's learning. See Protocols for Giving and Receiving Feedback.
Central to the practice of scholarship is the ability to exercise judgment, to make a scholarly judgment. Implied in this are the notions of
searching out evidence and scrutinizing it,
reflecting on meaning,
making
judgments based on the evidence,
(See Making Judgments,
Taking Action)
providing
constructive comment about each others work
(See Protocols for Giving
and Receiving Feedback)
making changes
documenting
process and outcomes
(See Keeping a Reflective Journal)