In my experience the outcome that Carolyn describes is more likely the symptom of a problem caused by poorly designed deliverables (e.g. some sort of lengthy written reports--if the sensible way to create the deliverables is divide-and-conquer, that's what students will do). If you are using 4-S assignments, you won't have to worry about it.
Larry
-----
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
[log in to unmask]
660/429-9873 voice <---NEW ATT cell phone
660/543-8465 fax
>>> Carolyn B <[log in to unmask]> 06/05/10 11:02 AM >>>
When I taught integtrated business core (a 9 course credit each semester, 2 semester, 6 module, 9 hours a week course), these students also had 3 (some of them 4) other courses they all took in common at the same time. One thing that came up on occasion was that since they tended to have the same teams in integrated business core, accounting 1 and 2 and economics, they sometimes didn't all contribute each project. I discovered one year that with two groups of students they split up the projects across all thier classes and only were major contributors to some of them, comtributed nothing to others *by their own group choice*. Peer evaluations were rigged by them that they claimed equal contributions from all. From the educational point of view I had problems with this but wasn't sure how to stop it since it is very hard to discover to begin with. I only found out because my office was right where students hung out and I heard a lot of conversations.
Carolyn
> Date: Wed, 2 Jun 2010 10:30:22 -0500
> From: [log in to unmask]
> Subject: Re: [TBL_List] Peer evaluation over multiple courses
> To: [log in to unmask]
>
> Lindsay,
>
> I've had 15+ years of experience with a parallel situation. It is called the Integrative Business Experience. In their junior year students are assigned to the same team for three required core courses (Management, Marketing and Information Systems) in which they are concurrently enrolled and a also practicum course in which 5 of the teams (30 or so students form a company and do a start-up business based on an actual bank loan of up to $5,000). Students have a number of graded assignments in each of the core courses and all three use a peer evaluation as a component of the course grade. Each instructor uses their own peer evaluation system and their own form. One interesting thing is that the peer evaluation scores are not always the same in all three courses. In some cases, and for a variety of reasons, students often end up being a much stronger contributor on one of the courses and the scores reflect the differences.
>
> Larry
>
> -----
> Larry K. Michaelsen
> Professor of Management
> University of Central Missouri
> Dockery 400G
> Warrensburg, MO 64093
>
> [log in to unmask]
> 660/429-9873 voice <---NEW ATT cell phone
> 660/543-8465 fax
>
> >>> "Davidson, Lindsay" <[log in to unmask]> 06/01/10 9:03 PM >>>
> Hello all
>
> I'm interested to know if anyone has an approach to the following problem. We have recently introduced TBL to multiple concurrent courses in our first year MD program (4 parallel courses). The students stay in the same teams for all 4 courses. It is not clear to me how best to use peer evaluation in this setting. I have trouble recommending that the peer grade be applied to the group work (gRats etc) in all 4 courses but cannot think of another solution that properly employs peer feedback. I can also not face the thought of creating 4 different team groupings, one for each course. Has anyone else solved this conundrum?
>
> Thanks
>
> Lindsay
>
> Lindsay Davidson M.D., M.Sc., M.Ed., FRCSC
> Associate Professor, Pediatric Orthopaedics
> Phase III Director; Undergraduate MSK Course Chair
> Queen's University, Kingston, Ont
> (613)544-9626; Fax (866)-545-1519
>
> [log in to unmask]
> http://www.adventuresinteaching.ca
> http://www.learningwithcases.com
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