Sorry, somehow the first message didn't send completly -
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From: Dwyer, Tim
Sent: Friday, October 08, 2010 8:34 AM
To: [log in to unmask]
Subject: Peer evaluation practices
To all,
We must all be at that point in the semester where the peer reviews are due as I was sifting through my class responses last night when this thread started up - and had questions too!
I have taught TBL style for over 4 years now and my process continues to change a little each time, with the peer reviews being the one area that I adjust the most. Lately, I have been using the method of assigning peer reviews 4 times a semester & giving a certain amount of points to a team, then allowing each member to distribute them accordingly. In addition, the last year I have offered a comment section like mentioned in this thread - "things I appreciate / things I would like to request from this team member" I have compiled these comments and am actually going to give them to each individual in the hope that constructive criticism and/or positive feedback strengthens their teams. This is the first time I have returned comments and am a little hesitant about rocking the boat because all our teams actually get along very well. But there are some very good peer responses that I feel need to be said - like tuning the team. Positive things like - "always comes up with ideas to help the team decide, open to new ideas, if he understands something and we don't he takes time to help us, has practical experience, his amount of determination is outstanding, and so on" And of course the constructive part include comments like - "would like if he participated more, needs to be on time more often, go to bed earlier, pay more attention in class, do your homework, and so on".
I even added a comment section for them to critique me - "things I appreciate about this instructor / request from this instructor" and apparently almost everyone is happy with me and TBL!
So, I will stir it up today and post their grades with comments and hope the boat keeps sailing smoothly! Either way it is still better than non-TBL type instruction.
Tim Dwyer
Oklahoma State University
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From: Team-Based Learning [[log in to unmask]] On Behalf Of James Glasgow [[log in to unmask]]
Sent: Friday, October 08, 2010 7:59 AM
To: [log in to unmask]
Subject: Re: peer evaluation practices
Laura and all,
We conduct three peer feedback sessions during a semester. They consist of 12 scaled response and 2 open ended questions (1. I like that you ..because & 2. I wish that you would…because). The responses are anonymous, if the student providing the feedback wishes them to be so. The feedback is collected on a web based program. Each student receives a report showing the distribution of and aggregate ratings they received, and the responses to the open ended questions. and is shared with the students
Regards,
Jim
James M. Glasgow
Villanova School of Business
Department of Management and Operations
800 Lancaster Avenue, #2097 Bartley Hall
Villanova, PA 19085
Office: 610-519-6055
Cell: 610-329-5961
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Laura Madson
Sent: Thursday, October 07, 2010 2:57 PM
To: [log in to unmask]
Subject: peer evaluation practices
Hello everyone -
I’m curious about the peer evaluation procedures you use. Would you take a few moments to respond to the following “straw poll?” In addition, please feel free to send any thoughts or comments about peer evaluations.
1. How many times do you collect peer evaluations during a term (e.g., once, twice, after each team activity)?
2. Do you use a numerical peer evaluations (e.g., assigning points or answering survey items on a 1-to-7 scale), open-ended comments, both, or something else?
3. Do you share peer evaluations with students?
In the spirit of sharing, I tell you my answers to the above questions. I teach undergraduates in large-enrollment sections (N=140) of Introduction to Psychology. In the past, I’ve collected peer evaluations at the end of the term using survey items rated on a 1-to-7 scale and I haven’t shared peer evaluations with students (unless they asked about their final grade). This semester, I’m experimenting with collecting open-ended comments after each team activity and sharing those formative comments with students. Its too early in the semester to determine the effect of the new peer evaluation procedure but the change got me wondering about the variety of peer evaluation procedures used by other TBL folks.
Many thanks for your thoughts and time!
lm
Laura Madson, Associate Professor and Graduate Director
Department of Psychology
Box 30001/MSC 3452
Las Cruces, NM 88003
(575) 646-6207
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