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 ~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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] ~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________