A model for peer and student involvement in course assessment

This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in engineering at Stanford University, USA. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been “prototyped” in nine engineering courses over the past two years and has generally been found to be a good mechanism for near real-time monitoring that creates constructive feedback for teaching and learning quality control. Major features of this ongoing project are summarized, including faculty attitudes and required time commitment