Objectives. To develop a formalized, comprehensive, peer-driven teaching assessment program and a valid and reliable assessment tool. Methods. A volunteer taskforce was formed and a peer-assessment program was developed using a multistep, sequential approach and the Peer Observation and Evaluation Tool (POET). A pilot study was conducted to evaluate the efficiency and practicality of the process and to establish interrater reliability of the tool. Intra-class correlation coefficients (ICC) were calculated. Results. ICCs for 8 separate lectures evaluated by 2-3 observers ranged from 0.66 to 0.97, indicating good interrater reliability of the tool. Conclusion. Our peer assessment program for large classroom teaching, which includes a valid and reliable evaluation tool, is comprehensive, feasible, and can be adopted by other schools of pharmacy.


Originally published in American Journal of Pharmaceutical Education, v.72 no.6 (2008), article no.147. DOI:10.5688/aj7206147


teaching assessment, peer assessment, pharmacy education

Subject Categories

College teaching - Evaluation, Peer review


Educational Assessment, Evaluation, and Research | Medical Education | Pharmacy and Pharmaceutical Sciences


American Association of Colleges of Pharmacy (AACP)

Publication Date


Rights Holder

American Association of Colleges of Pharmacy (AACP)