Hi Jorden,
I also set the average (10) to a set value, however, I usually use
90%. That way, an average team evaluation does not bring down the
score of a student who otherwise has scores corresponding to an
"A." However, it can't bring a student's B scores up to
an A. I once had a class that voted the highest percentage possible
for team evaluations (I had capped it at 30%) and counted on getting the
full 30% based on 10's on evaluations - they were quite irate when they
learned of the 90% scaling. That was the first and last semester I
used the class-chosen scaling (it seems many others have omitted this
also, based on messages in this email list serve); prior to and since
then I set the team evaluation to about 10%, and explain an average
evaluation does not receive the maximum score. At the end of a
semester, I often consider adopting the multiplier method, because my
current approach doesn't have much power to reward those that contribute
more or punish (demerit?) those who don't.
I think it's important to note that the grading environment at OSU that
Michaelson was working under required him to grade on a relative scale
(e.g., the top 10% of the class get A's, 2nd 10% B's, etc.). I
don't know if this is in the book, but I recall him saying this at the
TBL workshop at Clemson (held several years ago now). Therefore, in
his system, the absolute scores didn't matter as much as with an absolute
grading scale.
Good luck!
Beth
At 11:11 AM 3/11/2008, Sibley, Jim wrote:
Hi Jorden
I usually tell me students that
average is some fixed percentage (usually 80%) so if student try to game
the system and give each other 10's they can only get 80% of the peer
eval grade
I also have a number of
instructors I work with that use the peer eval score as a multiplier with
the team product grade.....this way average means you get the team earned
grade....i.e. 75% times peer eval score 10 out of average 10 then you get
75%
There has been some concerned
expressed by students on whether a bad member is good for the team
allowing the other students to share more points.
Jim
From: Team Learning Discussion List
[
mailto:[log in to unmask]] On Behalf Of Jorden C.
Sahl
Sent: Tuesday, March 11, 2008 7:32 AM
To: [log in to unmask]
Subject: the math of peer evals
Hi Everyone,
I recently finished my second Introductory Psychology course using TBL. I
have a question that is not that complicated but for some reason I can’t
get myself around the math and I want to double check with other TBL
users before I teach it again.
I used the Peer Evaluation form from the TBL book that assigns an average
of 10 points, with one 9 and at least one 11 (max 15). A student asked me
– so what does my average have to be to get “perfect” on the peer
evaluations? And I was stumped (I had just never thought of it that
way)
The max anyone can get would be 15, so I would assume in the rare case
scenario of one person getting all 15s from their peers that would be
“perfect”. But then, if 10 is average, is 10 “perfect” (I.e., if someone
gets an average of 10, do they get 100% on peer evaluations, with the
possibility for students to get higher than 100%)? (My class picked 30%
for the peer evaluations grade weight). Calculating it this way (10 is
100%) increases everyone’s grade quite a bit (about half a letter grade),
which I don’t have a problem with, as long as it is correct!
I am second guessing myself with the math and want some input before I
use this method again.
Thanks so much.
Jorden Cummings Sahl, M.A.
Graduate Student, Clinical Psychology
Depression & Wellness Research Lab
(302.831.2215)
University of Delaware
Newark, DE 19716
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Associate Professor
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Clemson University
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Office: 864-656-5574
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