Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching
Weare, William H., Jr.
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Alabi, J., & Weare, W. H., Jr. (2014). Criticism is not a four-letter word: Best practices for constructive feedback in the peer review of teaching. In B. Seitz, R. Baier, S. deVries, S. Fabian, S. Memmott, & R. Stevens (Eds.), Proceedings of the Fortieth National LOEX Library Instruction Conference, 141-145. Ypsilanti, MI: LOEX Press
In recent years, peer review of teaching (PROT) has become an increasingly important tool for evaluating library instruction. Most PROT programs consist of three components: a pre-observation meeting, the observation of teaching, and a post-observation session. The post-observation feedback session can be especially challenging—for both the observer and the observed. Drawing upon literature addressing the peer review of teaching, the authors recommend a set of best practices for providing constructive criticism to fellow instruction librarians.
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