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| Date: | Wed, 2 Jun 2010 11:24:48 -0400 |
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Although we don't have concurrent courses, in our second year we have
many
short (2 week) courses. So, the peer evaluation is done formatively
half way through
the semester, then at the end for 'real.' The scores from the end of
semester are
factored into a total % for the semester, therefore affecting each
student's cumulative
score for the semester rather than each separate course. They remain
with same
teams for the whole year. Process repeated in the second semester.
Dean
On Jun 1, 2010, at 10:01 PM, Davidson, Lindsay wrote:
> 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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