I think this would be possible if it were a single course but we've not reached consensus on how to incorporate peer evaluation grades longitudinally across multiple courses. Even if we counted their evaluation scores toward a grade, I'm not sure it would address issues such as providing identical feedback to all team members. We would need to grade the quality of their feedback as well as the scores they receive from peers. Is that what you do?
________________________________
From: Dee Fink <[log in to unmask]>
Sent: Thursday, May 1, 2014 5:36 PM
To: Bridges, Kristie
Cc: [log in to unmask]
Subject: Re: Poor quality peer evaluation
Kristie,
Why don't you count the peer evaluations toward the course grade? Is there a reason for that?
It seems like if you did, students would take them seriously.
My view is/was that one of my learning goals was for students to learn how to work effectively as part of a group.
* If that was a course learning goal, then I had to support that and assess that.
* Peer evaluation is the primary way of assessing that.
* And if I want students to take it seriously, I have to make it matter. And making it part of the course grade is my way of "making it matter."
Dee Fink
On Thu, May 1, 2014 at 4:02 PM, Bridges, Kristie <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hello,
We were wondering how others handle the issue of students who do not take peer evaluation seriously. We currently use iPeer and the Koles method but the results don't count toward a grade. With 2 classes of 200 students each and limited resources, it's difficult to provide individual feedback to students regarding the quality of their comments. Students who make inappropriate comments are reported for lack of professionalism but this happens very rarely. Much more common issues include students copying and pasting identical feedback for multiple team members, using brief one-word responses or stating in the self-evaluation that their own performance is perfect. They've been addressed as a class regarding this and are given examples of helpful/unhelpful responses but there currently are no individual or team consequences. We've considered several options including grading the responses (probably not viable for us at this time), reporting all students whose responses don't meet a minimum standard for lack of professionalism or making the entire group re-do the evaluation if any team member fails to take it seriously. We'd love to hear how the rest of you handle this type of behavior. Many thanks!
Regards,
Kristie Bridges
Kristie Grove Bridges, PhD
Associate Professor, Biomedical Sciences
WVSOM
400 N Lee St
Lewisburg, WV 24901
304-647-6223<tel:304-647-6223>
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***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
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Email: [log in to unmask]<mailto:[log in to unmask]>
Websites:
www.designlearning.org<http://www.designlearning.org> [multiple resources on course design]
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www.finkconsulting.info<http://www.finkconsulting.info> [Fink's consulting activities & publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: Creating Significant Learning Experiences (2003, Jossey-Bass)
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