This exact thing happened to me the first time I used TBL 3 years ago, when
I used in-class paper surveys for peer evals.
Unlike previous responders, I don't see this as a sign of team
cohesiveness, as this happened in my least cohesive team. I think that the
person who's been dominating team discussions throughout the semester
figured it out, and convinced/coerced the other team members to follow his
lead. This was the same student, by the way, who during the first tRAT was
trying to find ways to cheat with the IFAT cards. Having the surveys done
in class created an environment that enabled peer pressure.
After that experience I switched to an online survey, and it hasn't
happened since. It is more work, but I find it worthwhile.
Noam
On Mar 16, 2014 9:28 AM, "Bradetich, Judith" <[log in to unmask]>
wrote:
> I administered peer evaluations mid-term, and reminded them they were
> not to give everyone on their team the exact same number of points, because
> not everyone does equal work, yada-yada-yada. However, I have had several
> teams try to "outsmart" the system by agreeing among themselves who will
> get a 9 or 11 from which team member, in essence making it so that everyone
> ultimately ends up with 40/40 points. I did have them do them in class, as
> I hadn't had time to put them on-line. Not sure if it would have made a
> difference. Suggestions??
> Judi
>
> Judi Bradetich, M.S., M.M.
> Lecturer, Development and Family Studies
> Dept. of Educational Psychology
> University of North Texas
>
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