Towards the design of a system of peer review of teaching for the advancement of the individual within the university.

This study reports the results of a survey gauging academic staff response to the notion of introducing a comprehensive system of peer review of teaching for summative purposes into the University of the Witwatersrand, Johannesburg (Wits), and, through a correlation of these responses with some American perspectives on peer review, proposes a system which might accommodate the needs of academic staff not only at Wits but in any comparable institution at which student evaluation of teaching has come almost to preclude other forms of assessment. The paper argues against the disjunction of formative and summative evaluation, advocating, through the design of the peer review system proposed in the study, the long-term development of the individual within a conception of holistic advancement in the university. [ABSTRACT FROM AUTHOR]