Just curious - how many students per class? - I, too, agree that meaningful feedback and grading its quality is important - I try to stress that, but I also have a huge class (134 students), which makes timing very difficult.
Thanks,
Judi Bradetich
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Paul Koles
Sent: Monday, March 28, 2011 9:24 AM
To: [log in to unmask]
Subject: Re: Forward Message from Sarah Mahler - Forced Ranking in Peer Evaluation
Sarah, I see that your method places a high value on the skill of GIVING meaningful feedback, assessing its quality. I heartily agree that this skill is the most important one to be developed in our students, many of whom will be required to generate useful and appropriate feedback for others in their chosen careers. The amount of work you spend in assessing the quality of their written comments is well worth the investment, in that you are giving the evaluator very meaningful feedback that will improve their skills. I now count the quality of the evaluator's written feedback as 40% of the peer eval grade, but you are persuading me to increase that percentage. Paul
Paul G. Koles, MD
Associate Professor, Pathology and Surgery
Wright State University Boonshoft SOM
937-775-2625 (phone)
937-775-2633 (fax)
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On Mar 25, 2011, at 10:52 AM, Jim Sibley wrote:
One thing I have not seen discussed in this great trail on peer evaluation is undergrad vs. grad. In my experience, the overwhelming majority of those who participate in this list are teaching to grad students who are in professional schools. That's a different student from teaching undergrads, particularly those in first/second year required courses. Yet, the the latter students too need to learn to work in teams. In my experience they are most likely to be critical of slackers. So what do I do for Peer Evaluation?
I ask my students to imagine they are their team's supervisor doing an annual evaluation. They are asked to write down high quality commentary on both what each team member's positive contributions to the team and to the team's work have been as well as areas needing improvement. Students are then asked to grade each team member. I evaluate the quality of their evaluations for 75% of the peer evaluation grade and average the grades each student receives from his/her peers for 25% of their peer evaluation grade. Yes, it's quite a bit of work and I have yet to try iPeer to help automate it (though I do collect the data via an on-line survey). However, it is both more realistic (everyone has to be evaluated by our superiors and we cannot pretend all evaluations will be equal) and I collect great data for the inevitable requests for student recommendations later on.
Sarah J. Mahler
Associate Professor
Global & Sociocultural Studies
Florida International University
Miami, Florida 33199 USA
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