Jenny,
Although I don't know of any empirical data on this issue either, I
completely agree with Paul. The only thing I might add is that, based on
the experience of those who have inclluded self-assessments, there seems to
be a general pattern that the better students (highest-rated) tend to
underestimate their contributions (modesty?/confidence that their grade
will be OK anyway?) and the worse students tend to score themselves higher
than their peers (fear/self preservation?).
Larry
On Fri, Apr 13, 2012 at 11:48 AM, Paul Koles <[log in to unmask]> wrote:
> Jenny: My opinion is that students receiving negative feedback need no
> managing from the faculty in any way. The feedback, if it clearly
> identifies behaviors that need to be improved, is powerful enough from both
> a psychologic and social standpoint to motivate behavioral change. The
> desire to do better in team activities develops without any guidance,
> unless the student who is getting negative feedback has a character
> disorder (e.g., narcissism) or psychosis. Regarding how the team will
> function after "negative" but professionally written feedback is shared,
> the team will adjust and self-manage itself over time. There may be a
> blip in their academic performance temporarily, but in the long run
> learning will be enhanced and team dynamics will adjust after honest
> critical feedback.
>
> Regarding a team member "self-assessing" their contribution to the team in
> any deliberate manner, I would counsel against that. Normally, team
> members are constantly self-assessing as they interact in real time and
> process those interactions. Again, this happens automatically in all but
> the most hardened sociopaths.
>
> These opinions are offered on the basis of observation and experience
> only; I am not a psychologist or social scientist--just a pathologist whose
> eyes and ears are open. Paul
>
> On Apr 11, 2012, at 5:42 AM, Jenny Morris wrote:
>
> Hi Paul****
> ** **
> Thanks so much for your advice on this. I just have one further issue
> that others may also be able to help with and that is how to manage the
> process in event of a student receiving negative feedback (even though it
> is anonymised). The process we are considering is that throughout the
> module each member of the team will self-assess their contribution to the
> team using a traffic light system on the form you developed (see attached);
> and then the peer feedback will take place on the last day of the course.
> ****
> ** **
> We were thinking of several options: (i) students would be given the
> anonymised sheets to take away with them; or (ii) we would take away and
> score and send them a summary as you have suggested. However this is quite
> labour intensive (we have 300 students in the group). Whichever system we
> use that enables the students to receive the feedback from their peers, we
> are also concerned about how best to manage the process for the students
> who might receive negative feedback.****
> ** **
> Any advice would be most welcome.****
> ** **
> Best wishes****
> ** **
> Jenny****
> ** **
> Dr Jenny Morris****
> Associate Professor (Senior Lecturer) in Health Studies****
> Faculty of Health, Education and Society****
> University of Plymouth****
> Knowledge Spa****
> Treliske****
> Truro TR1 3HD****
> Cornwall****
> ** **
> Tel: 01872 256461****
> Web: http://www.plymouth.ac.uk/faculties/health****
> ** **
> ‘High quality education for high quality care’****
> ** **
> ** **
> <image003.jpg>****
> ** **
> *From:* Paul Koles [mailto:[log in to unmask]]
> *Sent:* 20 February 2012 22:24
> *To:* Jenny Morris
> *Cc:* [log in to unmask]
> *Subject:* Re: Peer feedback & Individual/Team testing weighting****
> ** **
> Jenny: glad to see you are implementing peer feedback. Each student
> should receive all of the ratings and comments made by everyone on the
> student's team. In most situations where students have spent less than 6
> months together, the feedback should be de-identified, i.e., the receiver
> should not be able to determine the individual source of each comment or
> rating. We usually accomplish this by collating all the ratings and
> comments into one summary page or web-based report.****
> ****
> On Feb 20, 2012, at 10:22 AM, Jenny Morris wrote:****
> ** **
> We will be using peer feedback as formative assessment only as this is the
> first time we will be running the module using tbl (2nd year module in
> undergraduate nursing programme) and it is the only module using tbl. We
> have divided the module into four units and felt that it was best to
> include as formative only as the teams will not have worked together prior
> to this module. The feedback will be collected on the last day of the
> module and we were discussing how best to give the students the feedback
> from this exercise. If anyone has advice on this, that would be useful.**
> **
> <Personal TBL Feedback form Koles Aug-Dec 2011.doc>
>
>
>
--
*******************************
Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/429-9873 voice/cell phone, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
Integrative Business Experience (IBE) <http://faculty.ucmo.edu/ibe/home.html
>
*******************************
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