Background

Peer review of teaching is being reframed as a formative and reflective process, centred on growth, collaboration, and educator agency. Rather than serving as a purely evaluative exercise, the new approach encourages colleagues to engage in peer review that documents development and reflective practice over time. This marks a shift from a procedural, summative model toward a reviewee-centred practice that values mutual learning, dialogue, and the ongoing enhancement of teaching rather than administrative formality.

In collaboration with CTLT, the Faculty of Arts and Social Sciences (FASS) launched the Peer Review Pilot in AY2025/26 Semester 1. Unlike the previous, more evaluative model, this version introduces a reviewee-centred formative process that also provides evidence of reflexivity and growth that can eventually be used for evaluative purposes (e.g., evidence of effectiveness in teaching award applications or promotion dossiers). The revision of the NUS peer review system began in 2021 through collaboration among colleagues from FASS and the NUS Teaching Academy* and is now led by Assoc. Prof. Nina Powell (FASS, Associate Director of CTLT).

The pilot focuses on empowering the reviewee. Peer review is no longer an instrumental exercise for career progression, but a meaningful opportunity for reflection. Reviewees identify goals, strengths, and uncertainties in their teaching, and work collaboratively with reviewers to develop their practice. The process promotes reciprocal engagement, regular peer exchange, and continuous documentation of development; a shift from pure appraisal to authentic, collaborative learning.

The Current System: Proof of Concept

Built using existing Microsoft Office 365 infrastructure, the pilot adopts a pragmatic, flexible approach that lets educators focus on the quality of reflection rather than administrative formality.

• Formative rather than summative: Peer review is designed as a collaborative, developmental exercise; a way for reviewees to demonstrate growth, innovation, and reflective practice over time. Each review now involves only one reviewer, streamlining the process while encouraging depth of engagement.
  
• Greater role for the reviewee: The reviewee initiates the process, identifies key areas for feedback, and guides the reviewer’s attention toward their unique teaching goals and philosophy. The reviewee concludes by reflecting on the feedback received and articulating plans for further development.
  
• Digital course folder: Reviewees may submit a digital course folder in the form of a short, recorded walkthrough of their course or Canvas site that contextualises teaching materials and showcases their aims and teaching design, replacing traditional generic written submissions.

What’s Next

By centring reviewees and emphasising reflection over evaluation, the Peer Review Pilot seeks to foster constructive dialogue, reciprocal learning, and sustained professional growth. The process provides a meaningful avenue for educators to reflect on strengths, address challenges, and document their evolving teaching practice.

This initiative is now open to all FASS faculty, with the long-term goal of expanding to a university-wide formative peer review framework; one that builds a culture of shared learning, reflective practice, and authentic collaboration in teaching.

*This initiative was the result of efforts from Assoc Prof Nina Powell (lead), Dr Susan Ang, Assoc Prof Heng Cheng Suang, Assoc Prof Cheah Kok Ming, Assoc Prof Chris McMorran, Assoc Prof Tan Wee Kek, Assoc Prof Alberto Corrias, Assoc Prof Seow Teck Keong, Dr Jennifer Estes, and Assoc Prof Lydia Lau.