Maryellen Weimer posted on her Teaching Professor blog a comment this week
on an article from 2012 that discusses peer evaluation:
http://www.magnapubs.com/blog/teaching-and-learning/assessing-team-members/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+teaching-and-learning-feed+%28Teaching+%26+Learning+Blog+-+Magna+Publications%29
The paper she discusses is:
Ohland, M.W., et al. (2012). The comprehensive assessment of team member
effectiveness: Development of a behaviorally anchored rating scale for
self- and peer evaluation. *Academy of Management Learning &
Education, 11 *(4),
609-630.
The rubric developed is at the end of the article and may be of use in
helping students articulate the reasons for giving a particular mark to
their team-mates. Many of the elements look similar to the rubrics
available on our TBLC website.
I have found, similar to Dee and Herb, that the only way I can get students
to take the peer evaluation seriously is to have it impact their course
grade. In my case, I make it a multiplier that impacts individual students'
team marks.
Cheers
Neil
*Neil Haave, PhD* | Associate Professor | Dept of Science, Augustana
Faculty, University of Alberta | Rm C155, Science Wing, Classroom Building,
Augustana Campus | 4901 - 46 Avenue, Camrose, AB, CANADA T4V 2R3 |
[log in to unmask] | http://www.augustana.ualberta.ca/profs/nhaave/
On Thu, May 1, 2014 at 3:02 PM, Bridges, Kristie
<[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
>
>
>
|
