In response to people's questions-- I am not using the IF-AT answer sheets but I do use Scantrons and grade them in class. I am also using activities that follow the 4 Ss. I have 5 teams in my class (2 teams of 5 and 3 teams of 6). I developed the teams based on Larry's suggestions. I'm using the Team-Based Learning book, plus the website, plus materials I originally got from the Case Studies Workshop in Buffalo. For the peer review eval I am using Kole's form. Students set the grading scale and Team Maintenance is 15% of the grade. Quantitative scores are 60% and Qualitative scores are 40%. The students submit the quantitative evals via Excel with no identifying info and they submit the qual evals via Word and I compile them all into individual files for each student. I can't do much more to control for anonymity. They do the peer evals outside of class. Overall the few points the student is losing won't make much of a dent in his grade (or the other students who are also being graded harshly by this person) but I'm more concerned about his unwillingness to participate. He is one of the strongest students in the class. He loves the TBL and says he is learning more in this class than he ever has in other classes. I want him to maintain that enthusiasm. I haven't had them discuss the feedback with each other. That might be a good idea. Lisa ----- Original Message ----- From: "Larry Michaelsen" <[log in to unmask]> To: <[log in to unmask]>; <[log in to unmask]> Sent: Friday, October 23, 2009 8:19 AM Subject: Re: problem with peer review Lisa, I don't know that I've ever had the problem you describe. I suspect that you may have missed an important practice that has the effect of preventing this type of situation. I would add three other questions to those posed by Ruth. 1) Are you using the IF-AT answer sheets for your tRATs? 2) What kinds of team application activities have you had them do (i.e., Do they follow the 4 S's? 3) What kind of peer evaluation instrument are you using... specifically does it have any sort of "forced-choice" (vs. a rating scale on which peers have the option of weighting everyone high--or low)? Larry -- Larry K. Michaelsen Professor of Management University of Central Missouri Dockery 400G Warrensburg, MO 64093 [log in to unmask] <---PLEASE NOTE NEW E-MAIL ADDRESS !!! 660/543-4124 voice 660/543-8465 fax >>> Lisa Hager <[log in to unmask]> 10/22/09 6:49 PM >>> I am new to using TBL and I have a problem I need some help with. I have one team that has an individual who is assigning very low numbers to 4 out of 5 of the team members he/she is evaluating. One member of the team has not participated during the last two classes b/c he was rated as not being open to others' ideas and got a qualatitative comment that he is too vocal and doesn't give others a chance. This student was also rated as not being prepared. I know that the student is prepared and that he is vocal but I know that he does work well with the team. The rater has also rated 3 other members of the team with low scores. Do I step in and talk to the one student? Do I let the students work it out? Do I advise the student in how to approach his team about the problem? I initially decided to let it work itself out but then the one student came to ask my advice and to tell me his is uncomfortable with participating in his group now. They are ready to evalute each other for the 3rd time and are half way through the semester. Any advice would be greatly appreciated. Lisa Lisa D. Hager, Ph.D., Chair Social Sciences Division Department of Psychology Spring Hill College 4000 Dauphin St. Mobile, AL 36608 (251) 380-3055