Peer Review of Subject Design Practice is framed around four key areas of subject design:
One or two of these areas of Subject Design can be selected for the purpose of Peer Review. When Peer Review is conducted as Evidence for Promotion, you may choose to complete UP TO TWO reviews. These can be any combination of the different Peer Review templates. For example, you may choose two of the four Subject Design Practice areas, or one Subject Design Practice plus one of either a Teaching Practice or Course Leadership and Design Practice Peer Review.
For each Subject Design Practice Peer Review for promotion, a minimum of five specified dimensions within the chosen template must be negotiated with the Peer Reviewer. Inclusion of one unspecified dimension provides an opportunity for you to prepare a single sentence statement composed for your particular approach to Subject Design. It can be helpful to choose one dimension from the other templates as your extra dimension on your chosen template.
The dimensions and descriptors in the Subject Design Report Advisory Notes illustrate what is expected to demonstrate effective Subject Design Practice. Learning Design Considerations for Subject Design Advisory Notes are provided to inform Subject Design Practice.
|Dimension||Assessment||Learning Resources||Learning Activities||Learning Support|
|1||Alignment with CSU Assessment Policy – Subject||Accuracy and Consistency||Engagement||Subject Site|
|2||Alignment with CSU Assessment Policy – Task||Engagement||Innovation||Student Needs|
|3||Alignment with CSU Learning & Teaching Priorities||Curriculum Support||Assessment Strategies and Activities||Student Interaction|
|4||Assessment Strategies||Learning Environments||Knowledge, Skills and Application Development||Flexible and Adaptive Learning|
|5||Formative Assessment and Feedback Strategies||Teaching Strategies||Activity Design||Knowing the Students|
|6||Feedback on Assessment||Use of Resources||Collaboration and Cooperative Learning|
|Other areas as determined by the Reviewee||Other areas as determined by the Reviewee||Other areas as determined by the Reviewee||Other areas as determined by the Reviewee|
The Charles Sturt Online Learning Model should be used as a resource for evidence of practice in the Interact2 subject site and Subject Design documentation.
Stages in the Peer Review of Subject Design Process
Conversation to set parameters for Peer Review
Complete a self-review of your subject design practices or request a review by a learning and teaching expert i.e. Educational Designer, Learning Academy Academics, Learning and Teaching Lecturers.
Identify qualified Reviewers for Peer Review.
Organise a pre-observation meeting with your Reviewers.
Meet with Reviewee.
Agree on parameters to be reviewed.
Peer Review of Subject Design Report Template
Observation and/or analysis, meeting discussion, complete Peer Review Report.
Provide access to Interact2, online resources and subject design documentation.
Subject Design: Online teaching sites, resources, and subject documentation are reviewed.
The four Peer Review of Subject Design Templates are designed to allow a minimum of five dimensions to be evaluated within each of the areas chosen for the review.
Reflection, discussion, giving feedback, action plan/SoTL activity to improve L&T.
Optional: Post-Review meeting organised by Reviewee with Reviewers.
If there are discrepancies between the two Peer Review Reports, request a third Peer Reviewer, e.g. a Sub Dean Learning & Teaching.
Reviewers complete and submit the Subject Design Peer Review Report to the Reviewee within two weeks of the peer observation.
Peer Review of Subject Design Practice Report(s)