Gail:
Let me restate what you said to make sure I am clear.
Midterm evaluation with 2 implications:
1. Does not figure in to that portion designated in the overall grade for
peer evaluations, but serves as advanced warning of what they are likely to
get.
2. Does count as an immediate assignment to be counted in the "individual
work" column for the student's grade.
If my 2nd point is true, are you grading the assignment based on
completion? Student 1 completed an evalution for students 2, 3, 4, and 5.
Therefore student 1 gets a full score on that assignment. I see that may
motivate people to put more effort and thought than otherwise would occur.
Interesting point, I will consider this aspect as well.
Thanks!
Dan
On Wed, Sep 28, 2011 at 9:04 AM, FEIGENBAUM, GAIL <[log in to unmask]> wrote:
> Hello!
>
> I use a mid-course peer eval for my students. This one counts as a
> required assignment for each student, but the actual assessment doesn't
> count toward the grade of the person being assessed at this point. The
> students can see where they stand....the final peer eval counts for both an
> assignment and for a portion of the grade of the person being assessed.
> Been doing this for a while....works well.
> Gail
>
> Gail Feigenbaum, RN, PhD
> Nursing Assistant Instructor
> School of Health, Wellness, Public Safety
> Central New Mexico Community College
> Office - Main Campus, ST 10A
> Office Phone - 505-224-4126
> Cell/Message Phone - 505-463-2010
> Campus Email Address - [log in to unmask]
>
>
> ------------------------------
> *From:* Team-Based Learning [[log in to unmask]] On Behalf Of
> Christine Maguire [[log in to unmask]]
> *Sent:* Tuesday, September 27, 2011 6:01 PM
> *To:* [log in to unmask]
> *Subject:* Re: Mildly dysfunctional team
>
> Its often recommended that there be a midterm peer eval.
> Christine Maguire
> Bunker Hill Community College
> Charlestown, MA
> Early Childhood Ed
>
> On Tue, Sep 27, 2011 at 6:07 PM, Daniel Williams <
> [log in to unmask]> wrote:
>
>> Everybody:
>>
>> Note: This is in an introductory biology class of 150 (25 teams).
>>
>> This problem was brought to me by a student today and doesn't seem to be a
>> result of a poorly designed assignment. One student in a team feels like he
>> is "carrying the weight" for his team on some assignments, particularly on
>> team RATs. The grades do support his argument to a degree. To this point
>> they have completed 3 RATs and he has the highest average on individual
>> RATs, but there is no clear break between him and the other students. Two
>> other students in his team are right behind him. Thus I feel like this is a
>> psychological problem more than a real "social-loafing" problem.
>>
>> Do any of you have special techniques that you use to defuse these
>> psychological problems? I was just thinking of moving up the mid-course
>> peer evaluations, so all of the other members know how he feels.
>>
>> Dan
>> --
>> ********************************************************
>> Daniel Williams
>> Department of Biology
>> Georgia Southern University
>> Statesboro, GA 30460-8042
>> (912) 478-7794
>> Fax: (912) 478-0845
>>
>
>
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--
********************************************************
Daniel Williams
Department of Biology
Georgia Southern University
Statesboro, GA 30460-8042
(912) 478-7794
Fax: (912) 478-0845
|
