Peer review

Peer review supports quality teaching by encouraging collegial conversation and reflection on practice.

Summative peer review is used in preparation for promotion and probation review. Formative peer review of teaching provides a valuable opportunity for reflection on  teaching, promoting discussions about teaching development.

Make a peer review request


Describes a number of processes that include a review of teaching and academic activities associated with teaching.

The basis of peer review is collegial, whereby an academic colleague observes evidence of teaching/academic teaching activity and provides feedback. There is opportunity for developmental conversation and problem solving, and a sharing of understanding.

Aimed at improving the quality of learning and teaching, course design and delivery, and the student experience. It can happen at any time during a teaching session, and is designed for constructive feedback and ongoing development.

Provides evidence of good educational practice for the benefit of staff seeking acknowledgment of their achievements for promotion, or probation review. These reviews can include teaching performance reports, subject and course design/reviews (internal and external accreditation), assessment practices and educational leadership. A formal report is included in promotion applications.

What you need to prepare

For either a summative or formative peer review you evidence one of these areas of practice:

  • teaching practice
  • course leadership and design practice
  • subject design practice
  • assessment and benchmarking

There are templates to help you prepare, and to share with your reviewer to guide their task. You select specific elements for the reviewer to focus on, and talk with them about what they can look for as they observe.


  1. When you have made the decision to engage in a peer review, whether for promotion or development, complete the peer review request form.
  2. The peer review team will allocate you a reviewer, and email you both to set up contact.
  3. Review the areas for peer review, and consider the areas you would like to identify for review.
  4. Meet with your reviewer and make arrangements for timing and access to resources.
  5. The peer review is conducted.
  6. Meet with your reviewer after the observation activity and discuss the outcome.
  7. The peer review report will be sent in for promotion and you will receive a copy for ongoing development.
  8. You may choose to have a second peer review, or to spend further time with your reviewer (if they are available) to continue the discussion.

Peer review is a reflective activity that can be included as  scholarly activity. You can use it to inform your choices of professional learning and development.

Peer reviewers

Being a reviewer provides a positive learning experience about teaching. It contributes to educational leadership and is an opportunity to mentor or coach your peers. To be a peer reviewer you need to have at least two years of teaching experience and to be available for up to three hours of time during a teaching session. To become a reviewer you will need to complete a training activity.

Please contact to enquire further.


The following peer-review resources are available

Summative peer review (promotion application evidence) resources

Teaching Practice:

Course Leadership & Design Practice:

Subject Design Practice

Teaching Portfolios

Assessment and Benchmarking:

Here are the web pages that support these areas:

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