The teaching observation process in a higher education context can be underpinned by an intention to enhance learning and teaching or used as a managerial tool to ensure standards are met or maintained. In this article we examine the perceptions of observees using a model that engages educational developers as observers. We seek to examine whether the "educational developers as observers" model actually provides evidence that teaching observations can be developmental and stimulate reflective practice amongst those relatively new to teaching in higher education. The conclusions provide a view of whether teaching observations foster formative notions, such as deepening of understanding, critical reflection and enhancement of teaching practice, via the developmental nature of the scheme, or summative elements focused on measuring quality, which may sometimes result in simply "ticking boxes". (Contains 1 table.)