Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience

• Published in: The international journal for academic development Vol. 28; no. 4; pp. 385 - 397
• Main Authors: Barrios-Rodríguez, Rocío, Salcedo-Bellido, Inmaculada, Jiménez-Moleón, José Juan, Lozano-Lorca, Macarena, Galiano-Castillo, Noelia, Cobos, Enrique José, Vílchez Rienda, José Dámaso, Olmedo-Requena, Rocío, Amezcua-Prieto, Carmen, Martín-Peláez, Sandra, González Domenech, Carmen María, Arrebola Moreno, Juan Pedro, Rica, Raúl A., García-Rubiño, María Eugenia, Requena, Pilar
• Format: Journal Article
• Language: English
• Published: London Routledge 02-10-2023; Taylor & Francis Ltd
• Subjects: Colleges & universities; Feedback; Higher education; nominal group technique; Peer review; peer review of teaching; Reflective teaching; teaching feedback; teaching self-reflection
• ISSN: 1360-144X; 1470-1324
• DOI: 10.1080/1360144X.2022.2032718

In a peer-review of teaching (PRT) program, we aimed to i) use pre and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished during the teaching observation. The NGT highlighted that ensuring the pairs of teachers belong to different knowledge areas and offering information to future participants may improve the PRT program and increase faculty participation. In conclusion, questionnaires along the PRT program promoted self-reflection and important improvements were made by the NGT.