Alternative Peer Evaluation Process Clause Samples

The Alternative Peer Evaluation Process clause establishes a method for assessing performance, quality, or compliance through evaluation by peers rather than traditional oversight mechanisms. In practice, this clause may allow a group of professionals or stakeholders with relevant expertise to review and provide feedback on a party's work, decisions, or deliverables, often in situations where impartiality or specialized knowledge is required. Its core function is to ensure fair and informed evaluations by leveraging the collective judgment of peers, thereby enhancing credibility and reducing potential bias in the assessment process.
Alternative Peer Evaluation Process. Each member of the peer evaluation team shall record his/her observation on a standard observation form, sign it, and return it to the peer evaluation team chair, who will draft a consensus report. The consensus report and class observation forms shall be sent to the team members for review. Should a team member desire to revise the report, a team meeting will be held. The chair of the team shall provide a copy of the evaluation, consisting of the class observation forms and the consensus report, to the faculty member being evaluated and shall meet with the faculty member to discuss the evaluation prior to signing it. After this discussion, the faculty member will sign the evaluation report to acknowledge receiving it; receipt of the evaluation report will not constitute automatic consent or agreement.

Related to Alternative Peer Evaluation Process

  • Program Evaluation The School District and the College will develop a plan for the evaluation of the Dual Credit program to be completed each year. The evaluation will include, but is not limited to, disaggregated attendance and retention rates, GPA of high-school-credit-only courses and college courses, satisfactory progress in college courses, state assessment results, SAT/ACT, as applicable, TSIA readiness by grade level, and adequate progress toward the college-readiness of the students in the program. The School District commits to collecting longitudinal data as specified by the College, and making data and performance outcomes available to the College upon request. HB 1638 and SACSCOC require the collection of data points to be longitudinally captured by the School District, in collaboration with the College, will include, at minimum: student enrollment, GPA, retention, persistence, completion, transfer and scholarships. School District will provide parent contact and demographic information to the College upon request for targeted marketing of degree completion or workforce development information to parents of Students. School District agrees to obtain valid FERPA releases drafted to support the supply of such data if deemed required by counsel to either School District or the College. The College conducts and reports regular and ongoing evaluations of the Dual Credit program effectiveness and uses the results for continuous improvement.