A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Evaluating courses and teaching
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Methods of obtaining feedback from colleagues and peers are equally varied. Probably
the best-known method is direct observation, where a colleague or ‘buddy’ is invited to
sit in on a lecture, seminar or practical and subsequently offer comments as a
knowledgeable third party (Chapter 28). But there are likely to be situations – especially
in small classes and in one-to-one tutorials or supervisory meetings – where the presence
of a colleague would be obtrusive and inhibiting. It is here that the techniques of
previewing and retracing come to the fore (Day et al., 1998: 8–9). Previewing involves
looking ahead to a forthcoming class and trying to anticipate potential problem areas
and explore how they might best be tackled. Retracing, on the other hand, is retrospective
and is intended to review a specific teaching session, while it is still fresh in the mind, in
order to pinpoint successes and areas of difficulty. Both techniques entail the use of a
colleague as a ‘critical friend’, prompting reflection and the exploration of alternatives.
Colleagues can adopt a similarly thought-provoking role in joint scrutiny of course
materials or collaborative marking and commenting on students’ written work.
In today’s higher education, inevitably, the advice of busy colleagues and peers can
only be sought periodically and judiciously, but many of the same techniques may also
be adapted for use in compiling self-generated feedback. Video- and audio-recordings
make it possible for us to observe or revisit our own teaching, while previewing and
retracing are equally feasible options for an individual, especially if good use is made of
an appropriate checklist or pro forma to provide a systematic focus for reflection and
self-evaluation. Case study 2 gives an example of a pro forma which may be used in
retracing a fieldwork exercise. Checklists can be helpful to underpin previewing,
retracing, or direct or indirect observation.
Case study 2: A pro forma that may be used
for retracing fieldwork
The University of Edinburgh
Fieldwork is a typical case where feedback from direct observation or teaching is
not usually feasible. Here the most appropriate way to obtain feedback is by
retracing. This method readily lends itself to other teaching situations; for
example, pro formas can be adapted for one-to-one sessions in creative arts that
may run for several hours in which a one-hour sample observation would not
yield useful feedback.
A pro forma for retracing fieldwork
Record by ticking in the appropriate column the comments which come closest
to your opinion.