Dear Christine,
We struggled with this too, (perhaps because
of the Asian culture here in Singapore)
and tried to decide what was most important to us – the points, the
feedback, or something else. Ultimately we decided that the point spread
was something they were going to fight no matter what because it was in the
hands of someone else, so we decided to put more of their peer scores in their
own control. Plus, we knew they are a highly motivated group to succeed,
so they will do what they can to get points if they controlled it.
Lastly, we realized that we didn’t know what students did with the
feedback they received. Thus we have modified our peer evaluation system
to minimize the anxiety of giving points but increase the likelihood of them
giving constructive feedback and reflecting on it. It looks something
like this (our peer evaluation is worth 10% of grade):
- We first
give instruction on the importance of feedback and guidance on how to give
constructive feedback in the beginning. We chose to use the DESC
model (describe the behavior (positive or negative), explain how the behavior
impact the team, suggest alternatives (or continuation), indicate the
Consequences of the suggestions) I’m sure any model will do.
- We
give a pilot peer eval mid way through the first course and then at end of
each course during the first year.
- The
process is now in 3 phases:
- First
they rate team mates as 1=needs improvement; 2=good, 3=outstanding (but
can only give no more than 2 3’s). This is worth 3%. We
figured deciding between a 1, 2, 3 was easier than any of the other
combinations. And since no more than 2 3’s can be given, not
everyone can get highest mark)
- Next
students are asked to give feedback, but they must self-rate the
quality/quantity of feedback. 0 if no feedback or not constructive,
1% if some feedback, but not to everyone and not constructive, 2% if
constructive, but not to everyone, 3% if constructive and to everyone.
- Last,
and this was what we thought was most important, they are to do a
self-reflection on the feedback given. This is the last 4% of their
points. They must respond, in some manner about their
feedback. In our case it is given to their advisors who help
counsel them on their career plans.
So ultimately, we minimize the point
spread to reduce the anxiety, and put them in control of the feedback process;
and most importantly, explore how they viewed the feedback We are
hearing less complaints about the point process, and seeing more constructive
feedback to each student. And, I think it is valuable for them to reflect
on what they have been told.
Sandy
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Christine Kuramoto
Sent: Wednesday, September 16,
2009 10:05 AM
To: [log in to unmask]
Subject: Re: How to handle
disinterested students
My Japanese students seemed less willing to give honest evaluations (so are
giving everyone equal scores) in their second course using TBL. It's as
if they fell into the attitude that they would just all help each other pass,
even though there were a few students whom I witnessed that were totally
uninvolved in team activities, arrived late, and got really low scores on their
iRATs. Some colleagues say I shouldn't be surprised since it is a common
Japanese mentality to "help the team" even if that means some have to
do all of the work.
Though a minority of students are still giving varied scores to teammates and
writing good feedback, I'm beginning to feel that the most I can expect out of
peer evaluations is to give me the right to say "Well, you had your
chance!! It's not me who is passing the lazy ones!"
Please help me to overcome my bad attitude. :'( I
need advice from my team!
Thanks!
Christine Kuramoto
Kyushu University,
Fukuoka Japan
Molly Espey wrote:
I'm afraid there are some students for whom it doesn't
matter what you do, they will remain disinterested. For others, they are
used to being able to do little in class and study the night before the exam
and pass; maybe passing is all they are shooting for. Still others think
they can free ride on the efforts of the team. For either of these latter
two types of students, honest peer evaluations and mid-semester grade updates
can shake them out of their misconception that they can pass with little or no
in-class effort. I've had several students turn it around when it becomes
clear to them that they actually have to participate in team activities to
get a decent grade for that portion of the class. I also try to impress
on everyone in the class how important it is to send that signal to their
teammates that they are poor participants if they are. The mid-semester
evaluations (which I don't count toward the final grade) are the perfect time
to send the signal, allowing students sufficient time to improve their
performance. Most improve, at least somewhat, in my experience.
Molly Espey
Department of Applied Economics and Statistics
263 Barre Hall
Clemson University
Clemson, SC
29634
----- Original Message -----
Sent: Monday,
September 14, 2009 6:36 PM
Subject: How to
handle disinterested students
Usually, I can tell when students are not going to
make it because they
stop coming to class. I have a couple of students in an Intro to Psych
class taught on a Sunday afternoon, that seem totally disinterested.
They don't seem to give much in the way of discussion to the group and
only help with the mechanics, (writing up or entering the teams
answers). Their iRATs are abysmal. We are ending our first unit so this
will also be our first peer reviews so I hope these things will take
care of themselves. I also plan to directly address the offenders. I was
just wondering if anyone has dealt with this before?
--
Herb Coleman,Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community
College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX
78752
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512-223-7746
*************************************************
“I, and every other professor on this campus, are
here to help you to find, take back, and keep your
righteous mind.”
---Professor Melvin Tolson
from the motion picture "The Great Debaters"
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--
*******
Christine Kuramoto, Assistant Professor: Medical English
Kyushu University, Department of Medical Education
Faculty of Medical Sciences
3-1-1 Maidashi, Higashi-ku, Fukuoka, 812-8582 Japan
Phone: (+81)92-642-6186 Fax: (+81)92-642-6188
E-mail: [log in to unmask]