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| Date: | Thu, 25 Sep 2008 11:44:30 -0400 |
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I encountered that exact problem with regards to the peer evaluation in
TBL. I also had set it up so that they had to give one person in the team
more than 10 and one less than ten and an individual's score was the
average from their team. Almost the entire class (and I had about 48 teams
- all 2nd year medical students), "gamed it" (so that the average for each
person worked out as 10). So I wouldn't recommend that set-up!
This term, I'm requiring them to instead give written positive feedback for
each team member, based on criteria that the team has pre-established.
Attendance at that session and the provision of the feedback will gain them
the points associated with the peer evaluation (which is just 2 out of an
overall course 260).
If anyone has suggestions on how to get them to give REAL feedback (and not
just: "you are great, what a good job", etc, etc) that would be much
appreciated. Is this reluctance to provide constructive but critical
feedback just because they don't like doing it - or do they just not know
how to provide this?
Joanna
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J.C. Rayner, Ph.D.
Associate Professor of Microbiology
Department of Microbiology,
School of Medicine,
St. George's University,
Grenada, West Indies.
Tel: (00) 1 473 444 4175 Ext. 2100
Fax: (00) 1 473 439 1845
Email: [log in to unmask]
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