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Using Nominal Group Technique to Develop a Consensus Derived Model for Peer Review of Teaching across a Multi-School Faculty

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Title: Using Nominal Group Technique to Develop a Consensus Derived Model for Peer Review of Teaching across a Multi-School Faculty
Language: English
Authors: Burrows, Tracy, Findlay, Naomi, Killen, Chloe, Dempsey, Shane E., Hunter, Sharyn, Chiarelli, Pauline, Snodgrass, Suzanne
Source: Journal of University Teaching and Learning Practice. 2011 8(2).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Peer Reviewed: Y
Page Count: 11
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Teaching Models, Peer Evaluation, Foreign Countries, Methods, Faculty, Higher Education, Teaching Methods, Feedback (Response), Evaluation
Geographic Terms: Australia
ISSN: 1449-9789
Abstract: This paper describes the development of a peer review of teaching model for the Faculty of Health at the University of Newcastle, Australia. The process involved using the nominal group technique to engage Faculty academic staff to consider seven key decision points that informed the development of the peer review of teaching model. Use of the consensus based nominal group technique established collegial discussion and networking among participants, and has expanded the discussion within the Faculty about peer review of teaching. Although the academics come from a diverse multi-school and multi-program Faculty, there was high levels of consensus on the structure and process of the developed peer review of teaching model.
Abstractor: As Provided
Number of References: 26
Entry Date: 2011
Accession Number: EJ944950
Database: ERIC
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
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  Data: This paper describes the development of a peer review of teaching model for the Faculty of Health at the University of Newcastle, Australia. The process involved using the nominal group technique to engage Faculty academic staff to consider seven key decision points that informed the development of the peer review of teaching model. Use of the consensus based nominal group technique established collegial discussion and networking among participants, and has expanded the discussion within the Faculty about peer review of teaching. Although the academics come from a diverse multi-school and multi-program Faculty, there was high levels of consensus on the structure and process of the developed peer review of teaching model.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Methods
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      – SubjectFull: Faculty
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      – SubjectFull: Higher Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Australia
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