Abstract:
Teaching is a multidimensional task which needs continuous evaluation. Peer evaluation is
considered superior to student feedback because peer critique usually encompasses expert
subject knowledge and teaching-learning strategies. Though peer evaluation may be subjective,
this can be minimized by using a pre-formed protocol for observation. Peer review of teaching
promotes continuing professional development of individual teachers and is an integral part of
quality assurance. Attitudes of academic staff regarding peer evaluation may contribute
significantly to the success of the implementation and optimal outcomes of peer evaluation.
