Online Peer Review Form (pdf) - Shasta College

Online Peer Review Form
The Peer Review process, including the Peer Reviewer’s observation and submission of the form to
the Division Dean, should be completed no later than one week prior to early registration.
Faculty Member: ________________________________
Course Number: ________________________________ Section: ____________
Course Title: ________________________________
To be offered: ___ Fall ___ Spring ___ Summer 20_____
Peer Reviewer: ________________________________
Date of review: _____________________
• Instructions to the Faculty Member: The course should include at least two weeks of
content including a digital version of the syllabus, a complete course calendar, and any online
lectures, quizzes, or other assignments. It should give the Peer Reviewer a clear sense of how
the content will appear and be delivered. In addition to those items listed below for specifics on
what will be reviewed, the College’s Best Practices in Online Teaching (available on the
college’s Distance Education Committee website) will be used.
• Instructions to Peer Reviewer: After reviewing the faculty member’s course and completing
the checklist, review it with the Faculty Member and forward to the Division Dean.
• Instructions to the Division Dean: If you approve to offer the course in an online or hybrid
format, sign this form and keep on file in the Division office.
External settings (check all that have been completed):
Course section has a ‘development’ shell within the Learning Management System (LMS)
adopted by the College.
It is recommended that items such as course description, instructor name and contact
information, office hours, required or recommended texts, and basic instructions for initial
student access to the course material are available to students in the Course Summary.
Inside the course (check all that have been completed):
Course homepage gives basic instructions for student’s initial access to the course.
Course is easily navigable.
Course lists course objectives, defines key concepts, and clearly identifies learning outcomes.
Instructor’s syllabus is easy to locate/identify.
Syllabus provides information/links on how to obtain the required materials for the course.
Syllabus explains course organization, defines expectations of student activities/participation,
and gives students clear expectations about instructor response time.
Syllabus establishes behavior criteria and defines course policies.
Instructor’s contact preferences, email, and phone number (if preferred by the instructor) are
defined and easy to locate.
Course schedule is easy to locate.
Type face used throughout the course is easy to read.
Text/background contrast is adequate.
Course has interactive components (for example, discussion boards or chat-rooms) and the
frequency that students are expected to participate in these components is clearly stated.
Minimum of two weeks of course content (quizzes, discussions, lectures, etc.) have been
posted.

Evaluation tools are easy to locate.
Instructions for evaluation procedures are detailed and clear.
Provides appropriate reference to the Institutional Resources link.
Accessibility:
Provides link to DSPS.
Offers alternative formats of instructional material.
Images include alternate text or are accompanied by descriptive text.
Use of color adequate for color blindness.
Multimedia material includes captioning.
Peer Reviewer’s Observations/Comments:
Faculty Member’s Comments:
Faculty Member’s Signature
Date _________________
__________________________________________
Peer Reviewer’s Signature
Date _________________
__________________________________________
Division Dean’s Signature
Date _________________
__________________________________________
Approved by Deans’ Meeting: December 11, 2008
Approved by Academic Senate: March 9, 2009
Revised by DEC: May 4, 2011
Approved by Academic Senate: August 22, 2011