Hi Candice,
This is a common problem. Many of us use "sponge" activities for after
tRATs; I teach anatomy & physiology to undergraduates, so they usually
practice labeling diagrams (muscles, blood vessels, parts of the kidney,
whatever system we're studying) when they're done with their tRATs; this is
helpful, but doesn't really need to occur during class time, so it's ok
that the late-finishing teams have less time for this task before we move
on to more significant applications.
As for application exercises, in my opinion, the solution is to keep the
time for these as short as possible-- break up long applications into
smaller pieces and have frequent, simultaneous reporting-out. This keeps
students focused and on the edge of their seats and facilitates 4S
technique. A few teams won't have time to properly finish/consider the
question, but this is far better than the alternative. I usually pose
questions on slides, giving students 1-3 minutes to make a choice,
depending on the complexity of the question. There are exceptions to this,
but they have to be considered carefully if they're going to result in
several teams being done well before reporting-out; once students lose
focus, it's a tough battle to regain it. If this kind of setup is
unacceptable to you or inappropriate to your field, I'd suggest using
sponge activities in these situations, as well.
Sarah Leupen
University of Maryland Baltimore County
On Sat, Jan 5, 2013 at 3:00 AM, TEAMLEARNING-L automatic digest system <
[log in to unmask]> wrote:
> There are 3 messages totalling 968 lines in this issue.
>
> Topics of the day:
>
> 1. What do you do with teams that finish early?
> 2. incentivizing team evaluations (2)
>
> ----------------------------------------------------------------------
>
> Date: Fri, 4 Jan 2013 08:11:08 -0500
> From: "Small, Candice B." <[log in to unmask]>
> Subject: What do you do with teams that finish early?
>
> --_000_83EE1320E20EE34495FA8500AA668070A5B4A5F29CMLEXCM01RADFO_
> Content-Type: text/plain; charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Hi there,
>
> I'll be using TBL with my freshmen/sophomores for the first time this
> semes=
> ter. My (current) question: how do you occupy the teams that finish TRATs
> o=
> r application exercises before the remaining teams? Obviously, if after a
> =
> TRAT they want to appeal they could work on that, and I'll encourage them
> t=
> o 'keep talking' for the whole duration of the application time, but I'm
> su=
> re there will be times when they will insist they are done and won't have
> a=
> ny appeals.
>
> Since I have underclassmen, I've learned I need to keep a very strict
> class=
> room policy about no texting, no doing work for other classes, etc. If I
> l=
> oosen this restriction for teams that finish early, I know what will
> happen=
> : they'll speed through the assigned activity so that they can get to
> texti=
> ng.
>
> Thanks in advance!
> Candice
>
>
> Candice Benjes-Small, MLIS
> Head, Information Literacy and Outreach
> McConnell Library, Radford University
> 540.831.6801
> [log in to unmask]
>
>
>
> --_000_83EE1320E20EE34495FA8500AA668070A5B4A5F29CMLEXCM01RADFO_
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> " vlink=3D"#3366CC"><div class=3DWordSection1><p class=3DMsoNormal><span
> st=
> yle=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>Hi
> there,<o:p><=
> /o:p></span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-f=
> amily:"Calibri","sans-serif"'><o:p> </o:p></span></p><p
> class=3DMsoNor=
> mal><span
> style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>I&#=
> 8217;ll be using TBL with my freshmen/sophomores for the first time this
> se=
> mester. My (current) question: how do you occupy the teams that finish
> TRAT=
> s or application exercises before the remaining teams? Obviously, if
> =
> after a TRAT they want to appeal they could work on that, and I’ll
> en=
> courage them to ‘keep talking’ for the whole duration of the
> ap=
> plication time, but I’m sure there will be times when they will
> insis=
> t they are done and won’t have any appeals.<o:p></o:p></span></p><p
> c=
> lass=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri","san=
> s-serif"'><o:p> </o:p></span></p><p class=3DMsoNormal><span
> style=3D'f=
> ont-size:11.0pt;font-family:"Calibri","sans-serif"'>Since I have
> underclass=
> men, I’ve learned I need to keep a very strict classroom policy
> about=
> no texting, no doing work for other classes, etc. If I loosen this
> r=
> estriction for teams that finish early, I know what will happen:
> they’=
> ;ll speed through the assigned activity so that they can get to
> texting.&nb=
> sp; <o:p></o:p></span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.=
> 0pt;font-family:"Calibri","sans-serif"'><o:p> </o:p></span></p><p
> clas=
> s=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri","sans-s=
> erif"'>Thanks in advance!<o:p></o:p></span></p><p class=3DMsoNormal><span
> s=
>
> tyle=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>Candice<o:p></=
> o:p></span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-fa=
> mily:"Calibri","sans-serif"'><o:p> </o:p></span></p><p
> class=3DMsoNorm=
> al><span
> style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p=
> > </o:p></span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0p=
> t;font-family:"Calibri","sans-serif"'>Candice Benjes-Small,
> MLIS<o:p></o:p>=
> </span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family=
> :"Calibri","sans-serif"'>Head, Information Literacy and
> Outreach<o:p></o:p>=
> </span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family=
> :"Calibri","sans-serif"'>McConnell Library, Radford
> University<o:p></o:p></=
> span></p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"=
> Calibri","sans-serif"'>540.831.6801<o:p></o:p></span></p><p
> class=3DMsoNorm=
> al><span
> style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>cbsm=
> [log in to unmask]<o:p></o:p></span></p><p class=3DMsoNormal><span
> style=3D'fo=
>
> nt-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p> </o:p></span>=
> </p><p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calib=
> ri","sans-serif"'><o:p> </o:p></span></p></div></body></html>=
>
> --_000_83EE1320E20EE34495FA8500AA668070A5B4A5F29CMLEXCM01RADFO_--
>
> ------------------------------
>
> Date: Fri, 4 Jan 2013 05:14:52 +0000
> From: Mark Freeman <[log in to unmask]>
> Subject: Re: incentivizing team evaluations
>
> --_000_E20225DC5CDF7742B0BAC87A00C6457B3D3E4B19BSPMAIMS3econus_
> Content-Type: text/plain; charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Hi Jenny
>
> Here's a multi part strategy I use
>
> I explain early on to students that being an effective team worker is a
> cri=
> tical graduate attribute and thus it has it's own seperate assessment
> weigh=
> t for the course.
>
> I revisit that concept regularly throughout the semester so it's hard to
> mi=
> ss.
>
> I also explain that i want to use a whole range of self and peer
> assessment=
> activities as a way to help them be more effective judges of performance
> -=
> their own and team peers as that's crucial upon graduation. Self
> regulatio=
> n is more crucial especially if we want to lead or supervise others (see
> Da=
> vid Nicol's work).
>
> Hence when I pull out SPARK to collect, aggregate and publish anonymous
> tea=
> m performance there are few surprises. Especially if they have done it
> onc=
> e or twice formatively. (By the way, SPARK can also be configured so
> studen=
> ts have to enter a minimum number of words to justify ratings). I use it
> on=
> ce or twice formatively before summatively at the end of the semester
> becau=
> se I want them to get feedback on their team working ability. They can do
> i=
> t online at home or at Uni before class. They can also do it in a lab and
> g=
> iven smartphones they can do it in class. I can publish aggregate data
> imm=
> ediately. The first time they use SPARK I get them to do it with plenty of
> =
> time to reflect and ensure its confidential and that usually means at home
> =
> the day or two before the next class. I can track who has done it and can
> e=
> asily email in SPARK those who haven't. I can also use SPARK to monitor
> any=
> deviant behaviour (eg free riders attempting to sabotage; excessively
> high=
> raters)
>
> Each formative use is followed by an in-class facilitated discussion for
> ea=
> ch team. I give them the data (or get them to print it off before class)
> fo=
> r their team.
>
> It contains two aggregate factors - SAPA which is my self assessment to
> wha=
> t my peers gave me and a good indicator of self perception in the team;
> SPA=
> which is the aggregate of my performance in the team. The free response
> f=
> eedback accompanying the anonymous ratings is not distributed and
> hopefully=
> they read before class so there are no surprises in class.
>
> In their teams I get them to:
> 1. reflect on the data
> 2. tell team peers what they are good at or done well.
> 3. give them the opportunity to self reveal any weakness or shortcoming.
> 4. practice giving and receiving good feedback (with key phrases).
>
> By this time most problems are out in the open. Each of these class
> session=
> s was pre-empted with an announcement from me like the following:
>
> "This is a great opportunity to personally grow and learn. The data will
> be=
> a reflection and conversation starter. Don't miss out. Submitting the
> fee=
> dback (ratings and justifications) and then turning up to the class team
> d=
> iscussion is a clear indicator also of your ability as a team player.
>
> As I am responsible for assessing your performance I will take your self
> an=
> d peer assessments as guidance for assessing each person's team
> performance=
> . Any unexplained non-participation is a strong indication of your team
> wor=
> king ability and especially commitment. Hence zero for that component is
> no=
> t unlikely and it is in your hands.".
>
> That combination of strategies usually works and no student is 'surprised'
> =
> when I say there is insufficient evidence of their team working ability.
>
> Cheers, Mark
>
> The University of Sydney Business School
> Australian Business Deans Council
> m: +61403534067
>
> On 04/01/2013, at 4:46 AM, "Jenny Morris" <[log in to unmask]
> <mail=
> to:[log in to unmask]>> wrote:
> Our problem is that we have no way of monitoring whether they complete the
> =
> feedback forms or not as they complete them on our intranet. We were
> unabl=
> e to find any other way of doing it. However they have been told that if
> t=
> hey don't complete the forms for each team member they will get zero for
> th=
> e final unit iRAT. I am hoping that this will be sufficient motivation
> but=
> as this is our first time only time will tell!
>
> Best wishes
>
> Jenny
>
> Dr Jenny Morris (SFHEA)
> Associate Professor (Senior Lecturer) in Health Studies
> Faculty of Health, Education & Society
> Plymouth University
> Knowledge Spa
> Trelikse
> Truro TR1 3HD
>
> Tel: 01872 256461
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behal=
> f Of Jennifer Imazeki
> Sent: 03 January 2013 17:27
> To: [log in to unmask]<mailto:[log in to unmask]
> >
> Subject: incentivizing team evaluations
>
> Hi all,
>
> Has anyone else had issues with students who do not complete the team
> evalu=
> ations at the end of the semester? My students complete theirs online,
> thou=
> gh the LMS, and there are always a couple students who 'forget'. This
> fall,=
> there were more than usual (at least seven out of a class of 55); one
> team=
> was particularly bad so the resulting scores only came from three of the
> s=
> ix members. I do make the consequence fairly severe - if they do not
> comple=
> te the evaluations, then they do not get to use the Team RA scores (that
> is=
> , the weight that would have been given to the Team RAs is instead given
> to=
> their individual RAs, which are generally substantially lower). For most
> s=
> tudents, this has the effect of lowering their final semester grade by at
> l=
> east a plus/minus, sometimes more. Of course, when they see their grade,
> TH=
> EN they remember that they were supposed to do the evaluations but it's
> too=
> late since all the grades are submitted. But I've had to deal with a lot
> o=
> f whining...
>
> What strategies do you all use to make sure the evaluations get done?
>
> thanks,
> Jennifer
> ****************************
> Jennifer Imazeki
> Department of Economics
> San Diego State University
> homepage: jenniferimazeki.com<http://jenniferimazeki.com>
> Economics for Teachers blog: http://economicsforteachers.blogspot.com
>
>
>
>
>
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> <o:idmap v:ext=3D"edit" data=3D"1" />
> </o:shapelayout></xml><![endif]-->
> </head>
> <body bgcolor=3D"white" lang=3D"EN-AU" link=3D"blue" vlink=3D"purple">
> <div class=3D"WordSection1">
> <div>
> <p class=3D"MsoNormal">Hi Jenny<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">Here's a multi part strategy I use<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">I explain early on to students that being an
> effecti=
> ve team worker is a critical graduate attribute and thus it has it's own
> se=
> perate assessment weight for the course. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">I revisit that concept regularly throughout the
> seme=
> ster so it's hard to miss. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">I also explain that i want to use a whole range of
> s=
> elf and peer assessment activities as a way to help them be more effective
> =
> judges of performance - their own and team peers as that's crucial upon
> gra=
> duation. Self regulation is more crucial
> especially if we want to lead or supervise others (see David Nicol's
> work)=
> . <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">Hence when I pull out SPARK to collect, aggregate
> an=
> d publish anonymous team performance there are few surprises.
> Especia=
> lly if they have done it once or twice formatively. (By the way, SPARK can
> =
> also be configured so students have to
> enter a minimum number of words to justify ratings). I use it once or
> twic=
> e formatively before summatively at the end of the semester because I want
> =
> them to get feedback on their team working ability. They can do it online
> a=
> t home or at Uni before class. They
> can also do it in a lab and given smartphones they can do it in class.
> &nb=
> sp;I can publish aggregate data immediately. The first time they use SPARK
> =
> I get them to do it with plenty of time to reflect and ensure its
> confident=
> ial and that usually means at home the
> day or two before the next class. I can track who has done it and can
> easi=
> ly email in SPARK those who haven't. I can also use SPARK to monitor any
> de=
> viant behaviour (eg free riders attempting to sabotage; excessively high
> ra=
> ters)<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">Each formative use is followed by an in-class
> facili=
> tated discussion for each team. I give them the data (or get them to print
> =
> it off before class) for their team. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">It contains two aggregate factors - SAPA which is
> my=
> self assessment to what my peers gave me and a good indicator of self
> perc=
> eption in the team; SPA which is the aggregate of my performance in the
> tea=
> m. The free response feedback accompanying
> the anonymous ratings is not distributed and hopefully they read before
> cl=
> ass so there are no surprises in class. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">In their teams I get them to:<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">1. reflect on the data <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">2. tell team peers what they are good at or
> do=
> ne well. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">3. give them the opportunity to self reveal any
> weak=
> ness or shortcoming. <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">4. practice giving and receiving good
> feedback=
> (with key phrases). <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">By this time most problems are out in the open.
> Each=
> of these class sessions was pre-empted with an announcement from me like
> t=
> he following:<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">"This is a great opportunity to personally
> grow=
> and learn. The data will be a reflection and conversation starter. Don't
> m=
> iss out. Submitting the feedback (ratings and justifications)
> a=
> nd then turning up to the class team discussion is
> a clear indicator also of your ability as a team player.
> <o:p></o:p>=
> </p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">As I am responsible for assessing your performance
> I=
> will take your self and peer assessments as guidance for assessing each
> pe=
> rson's team performance. Any unexplained non-participation is a strong
> indi=
> cation of your team working ability
> and especially commitment. Hence zero for that component is not unlikely
> a=
> nd it is in your hands.". <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">That combination of strategies usually works and no
> =
> student is 'surprised' when I say there is insufficient evidence of their
> t=
> eam working ability. <br>
> <br>
> Cheers, Mark<o:p></o:p></p>
> <div>
> <p class=3D"MsoNormal"><o:p> </o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">The University of Sydney Business
> School<o:p></o:p><=
> /p>
> </div>
> <div>
> <p class=3D"MsoNormal"><span class=3D"apple-style-span">Australian
> Business=
> Deans Council</span><o:p></o:p></p>
> </div>
> <p class=3D"MsoNormal"> m: +61403534067<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal" style=3D"margin-bottom:12.0pt"><br>
> On 04/01/2013, at 4:46 AM, "Jenny Morris" <<a href=3D"mailto:
> j=
> [log in to unmask]">[log in to unmask]</a>>
> wrote:<o:p>=
> </o:p></p>
> </div>
> <blockquote style=3D"margin-top:5.0pt;margin-bottom:5.0pt">
> <div>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D">Our problem is that we have no way of
> moni=
> toring whether they complete the feedback forms or not as they complete
> the=
> m on our intranet. We were unable to find any other way
> of doing it. However they have been told that if they don’t
> co=
> mplete the forms for each team member they will get zero for the final
> unit=
> iRAT. I am hoping that this will be sufficient motivation but as
> thi=
> s is our first time only time will tell!</span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D">Best wishes</span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D">Jenny</span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Dr Jenny Morris
> (SFHEA)</=
> span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Associate Professor
> (Seni=
> or Lecturer) in Health Studies</span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Faculty of Health,
> Educat=
> ion & Society</span><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Plymouth
> University</span=
> ><o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Knowledge
> Spa</span><o:p>=
> </o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
>
> libri","sans-serif";color:#1F497D">Trelikse</span><o:p></o:p=
> ></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Truro TR1
> 3HD</span><o:p>=
> </o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
>
> libri","sans-serif";color:#1F497D"> </span><o:p></o:p><=
> /p>
> <p class=3D"MsoNormal"><span
> style=3D"font-size:11.0pt;font-family:"Ca=
> libri","sans-serif";color:#1F497D">Tel: 01872
> 256461</span><=
> o:p></o:p></p>
> <p class=3D"MsoNormal"><span
> style=3D"font-family:"Calibri","=
> ;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
> <p class=3D"MsoNormal"><b><span lang=3D"EN-US"
> style=3D"font-size:10.0pt;fo=
> nt-family:"Tahoma","sans-serif"">From:</span></b><span
> =
> lang=3D"EN-US"
> style=3D"font-size:10.0pt;font-family:"Tahoma",&qu=
> ot;sans-serif""> Team-Based Learning [<a href=3D"mailto:
> TEAMLEARNING-L=
> @LIST.CTLT.UBC.CA">mailto:[log in to unmask]</a>]
> <b>On Behalf Of </b>Jennifer Imazeki<br>
> <b>Sent:</b> 03 January 2013 17:27<br>
> <b>To:</b> <a href=3D"mailto:[log in to unmask]
> ">TEAMLEARNING-=
> [log in to unmask]</a><br>
> <b>Subject:</b> incentivizing team evaluations</span><o:p></o:p></p>
> <p class=3D"MsoNormal"> <o:p></o:p></p>
> <div>
> <p class=3D"MsoNormal">Hi all,<o:p></o:p></p>
> <div>
> <p class=3D"MsoNormal"> <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">Has anyone else had issues with students who do not
> =
> complete the team evaluations at the end of the semester? My students
> compl=
> ete theirs online, though the LMS, and there are always a couple students
> w=
> ho 'forget'. This fall, there were
> more than usual (at least seven out of a class of 55); one team was
> partic=
> ularly bad so the resulting scores only came from three of the six
> members.=
> I do make the consequence fairly severe - if they do not complete the
> eval=
> uations, then they do not get to
> use the Team RA scores (that is, the weight that would have been given to
> =
> the Team RAs is instead given to their individual RAs, which are generally
> =
> substantially lower). For most students, this has the effect of lowering
> th=
> eir final semester grade by at least
> a plus/minus, sometimes more. Of course, when they see their grade, THEN
> t=
> hey remember that they were supposed to do the evaluations but it's too
> lat=
> e since all the grades are submitted. But I've had to deal with a lot of
> wh=
> ining...<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"> <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">What strategies do you all use to make sure the
> eval=
> uations get done?<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"> <o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">thanks,<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal">Jennifer<o:p></o:p></p>
> </div>
> <div>
> <p class=3D"MsoNormal"
> style=3D"margin-bottom:12.0pt">*********************=
> *******<br>
> Jennifer Imazeki<br>
> Department of Economics<br>
> San Diego State University<br>
> homepage: <a href=3D"http://jenniferimazeki.com"
> target=3D"_blank">jen=
> niferimazeki.com</a><br>
> Economics for Teachers blog: <a href=3D"
> http://economicsforteachers.blogspo=
> t.com" target=3D"_blank">
> http://economicsforteachers.blogspot.com</a><br>
> <br>
> <br>
> <br>
> <br>
> <o:p></o:p></p>
> </div>
> </div>
> </div>
> </blockquote>
> </div>
> </body>
> </html>
>
> --_000_E20225DC5CDF7742B0BAC87A00C6457B3D3E4B19BSPMAIMS3econus_--
>
> ------------------------------
>
> Date: Thu, 3 Jan 2013 16:59:55 -0600
> From: Robert Brekken <[log in to unmask]>
> Subject: Re: incentivizing team evaluations
>
> This is a MIME message. If you are reading this text, you may want to
> consider changing to a mail reader or gateway that understands how to
> properly handle MIME multipart messages.
>
> --=__PartA899137B.0__=
> Content-Type: text/plain; charset=US-ASCII
> Content-Transfer-Encoding: quoted-printable
>
> Hi-
> I have used a similar format as Mark, but I have students complete their =
> evaluations after they have taken their final exam. This seems to be the =
> best way to get feedback from all of the students. The downside is that I =
> have to manually compute their scores.
> Bob
>
> Bob Brekken
> =20
> Department of History
> Central Lakes College
> 501 West College Drive
> Brainerd, MN 56401
> 218-855-8190
>
> >>> Mark Stevens 01/03/13 1:18 PM >>>
> Jennifer -=20
> =20
> I have my students complete the peer evaluations in class (on paper)
> =
> on the last class day of the semester, which eliminates the
> possibility=
> of students "forgetting" to do them. I have to enter their peer =
> evaluation scores by hand into my grade spreadsheet, but that isn't a =
> huge problem as my classes are relatively small (usually 10-30 =
> students).
> =20
> - Mark
> =20
> On 1/3/2013 9:27 AM, Jennifer Imazeki wrote:
> =20
> Hi all, =20
> =20
> Has anyone else had issues with students who do not =
> complete the team evaluations at the end of the semester? My =
> students complete theirs online, though the LMS, and there are =
> always a couple students who 'forget'. This fall, there were more
> =
> than usual (at least seven out of a class of 55); one team was =
> particularly bad so the resulting scores only came from three of =
> the six members. I do make the consequence fairly severe - if =
> they do not complete the evaluations, then they do not get to use
> =
> the Team RA scores (that is, the weight that would have been =
> given to the Team RAs is instead given to their individual RAs, =
> which are generally substantially lower). For most students, this
> =
> has the effect of lowering their final semester grade by at least
> =
> a plus/minus, sometimes more. Of course, when they see their =
> grade, THEN they remember that they were supposed to do the =
> evaluations but it's too late since all the grades are submitted.
> =
> But I've had to deal with a lot of whining...
> =20
> =20
> What strategies do you all use to make sure the
> evaluation=
> s get done?
> =20
> =20
> thanks,
> Jennifer
> ****************************
> Jennifer Imazeki
> Department of Economics
> San Diego State University
> homepage: jenniferimazeki.com
> Economics for Teachers blog:
> http://economicsforteachers.blogspot=
> .com
> =20
> =20
> =20
> =20
> =20
> =20
> =20
> -- Mark Stevens, PhDAssistant Professor, School of Community & =
> Regional PlanningUniversity of British Columbia223-1933 West
> MallVancouver,=
> BC V6T 1Z2, Canadahttp://www.scarp.ubc.ca/profiles/faculty/Mark%20Stevens=
> =20
>
> --=__PartA899137B.0__=
> Content-Type: text/html; charset=US-ASCII
> Content-Transfer-Encoding: quoted-printable
> Content-Description: HTML
>
> <html><head><meta http-equiv=3DContent-Type content=3D"text/html; =
> charset=3Diso-8859-1"><META name=3D"Author" content=3D"Novell GroupWise =
> WebAccess"></head><body style=3D'font-family: Tahoma, sans-serif; =
> font-size: 13px; background-color: #FFFFFF;'>Hi-<br>I have used a similar =
> format as Mark, but I have students complete their evaluations after they =
> have taken their final exam. This seems to be the best way to get feedback
> =
> from all of the students. The downside is that I have to manually compute =
> their scores.<br>Bob<br><br><br/><div style=3D'clear: both;'>Bob
> Brekken<br=
> > <br>Department of History<br>Central Lakes College<br>501 West College =
> Drive<br>Brainerd, MN 56401<br>218-855-8190<br></div><br/>>>> =
> Mark Stevens <[log in to unmask]> 01/03/13 1:18 PM >>><br>
>
> =20
> <meta content=3D"text/html; charset=3DISO-8859-1"
> http-equiv=3D"Content=
> -Type">
> =20
> =20
> Jennifer - <br>
> <br>
> I have my students complete the peer evaluations in class (on paper)
> on the last class day of the semester, which eliminates the
> possibility of students "forgetting" to do them. I have to enter
> their peer evaluation scores by hand into my grade spreadsheet, but
> that isn't a huge problem as my classes are relatively small
> (usually 10-30 students).<br>
> <br>
> - Mark<br>
> <br>
> <div class=3D"moz-cite-prefix">On 1/3/2013 9:27 AM, Jennifer Imazeki
> wrote:<br>
> </div>
> <blockquote
> cite=3D"mid:CAFrkDuJe5j03oEw2Y-mp8p95LMssMPeBvd6-Ah4z1a+fz8=
> [log in to unmask]" type=3D"cite">
> <meta http-equiv=3D"Content-Type" content=3D"text/html;
> charset=3DISO-8859-1">
> <div dir=3D"ltr">Hi all,
> <div><br>
> </div>
> <div style=3D"">Has anyone else had issues with students who do
> not complete the team evaluations at the end of the semester?
> My students complete theirs online, though the LMS, and there
> are always a couple students who 'forget'. This fall, there
> were more than usual (at least seven out of a class of 55);
> one team was particularly bad so the resulting scores only
> came from three of the six members. I do make the consequence
> fairly severe - if they do not complete the evaluations, then
> they do not get to use the Team RA scores (that is, the weight
> that would have been given to the Team RAs is instead given to
> their individual RAs, which are generally substantially
> lower). For most students, this has the effect of lowering
> their final semester grade by at least a plus/minus, sometimes
> more. Of course, when they see their grade, THEN they remember
> that they were supposed to do the evaluations but it's too
> late since all the grades are submitted. But I've had to deal
> with a lot of whining...</div>
> <div style=3D""><br>
> </div>
> <div style=3D"">What strategies do you all use to make sure the
> evaluations get done?</div>
> <div style=3D""><br>
> </div>
> <div style=3D"">thanks,</div>
> <div style=3D"">Jennifer</div>
> <div style=3D"">****************************<br>
> Jennifer Imazeki<br>
> Department of Economics<br>
> San Diego State University<br>
> homepage: <a moz-do-not-send=3D"true" href=3D"
> http://jennife=
> rimazeki.com" target=3D"_blank">jenniferimazeki.com</a><br>
> Economics for Teachers blog: <a moz-do-not-send=3D"true" =
> href=3D"http://economicsforteachers.blogspot.com"
> target=3D"_blank">http://=
> economicsforteachers.blogspot.com</a><br>
> <br>
> <br>
> <br>
> <br>
> </div>
> </div>
> </blockquote>
> <br>
> <pre class=3D"moz-signature" cols=3D"72">--=20
> Mark Stevens, PhD
> Assistant Professor, School of Community & Regional Planning
> University of British Columbia
> 223-1933 West Mall
> Vancouver, BC V6T 1Z2, Canada
> <a class=3D"moz-txt-link-freetext" href=3D"
> http://www.scarp.ubc.ca/profiles=
> /faculty/Mark%20Stevens">
> http://www.scarp.ubc.ca/profiles/faculty/Mark%20St=
> evens</a></pre>
> =20
>
> <[log in to unmask]></body></html>
>
> --=__PartA899137B.0__=--
>
> ------------------------------
>
> End of TEAMLEARNING-L Digest - 3 Jan 2013 to 4 Jan 2013 (#2013-3)
> *****************************************************************
>
|
