“Formative peer review of teaching is focused on the long-term enhancement of teaching and learning. Even when mandatory, the process should be primarily driven and guided by the faculty member’s personal goals, by feedback from students and/or colleagues, and/or by a desire to address problems in a specific course or academic context” (Smith, 2014).
Faculty development scholarship has addressed the different purposes, procedures, and responsibilities that distinguish formative from summative evaluation of teaching.