Kollegialevaluation

Kollegialevaluation (peer evaluation of teaching) refers to a process in which colleagues assess and provide feedback on a teaching performance and the quality of a course. It is used primarily in higher education as part of quality assurance and faculty development, aiming to foster reflective practice, share best practices, and improve teaching and learning outcomes. In some contexts the results may contribute to professional development plans, teaching portfolios, or personnel decisions, but it is typically undertaken as a formative activity.

The process generally involves planning with the evaluated teacher, selecting specific elements to review, and using multiple sources of evidence. Common components include classroom observations by a colleague, review of course materials such as syllabi, learning objectives, and assessment methods, and collection or synthesis of student feedback. Evaluations are usually guided by rubrics or checklists to support consistency and are often followed by a feedback conversation or written report. Self-evaluation by the instructor may accompany external evaluations to provide a complete picture.

Benefits of collegial evaluation include structured feedback, support for professional development, dissemination of good teaching practices, and enhanced quality assurance. Challenges include potential subjectivity, power dynamics in collegial relationships, time demands, and the need for proper training of evaluators. Mitigation strategies commonly used are formalized guidelines, evaluator training, multiple evaluators, anonymized reporting, and a development-oriented focus.

Kollegialevaluation is embedded in many German-speaking institutions’ quality assurance and teaching development efforts, alongside student evaluations and broader institutional review activities. It is regarded as a complementary method to promote effective teaching and continuous improvement.