peer evaluation practices

Hi Laura and Others,

 

   We do peer/self assessments with our first year medical students 4-5 times in the first year, less in the second year.  The end of course  assessments are usually summative. The rest are formative.  Students get a quantitative score based on a series of Likert scale questions, and they get a score on their ability to write high quality peer-feedback to their team mates. Each student receives a report of the results which are kept anonymous.  

 

    We noted that student acceptance of peer assessment and their ability to write appropriate feedback was significantly improved after incorporating a training session on writing peer feedback that we do as a TBL application during orientation. In addition to grading their comments, we provide critiques and suggestions for improvement on the first two assessments that they complete (one formative and one summative.)

 

To view our assessment form and for more discussion see  the IAMSE TBL Webinar site (as already noted by Jim Sibley on this forum), 9/30 – Voices of Experience. For great discussion of TBL and Peer Evaluation see the Oct 7th session on Peer Evaluation. These can be viewed at: http://www.iamse.org/development/2010/was_2010_fall.htm

 

Ed McKee

Edward E. McKee, Ph.D. Associate Professor Biochemistry and Molecular Biology, Indiana University School of Medicine - South Bend

(574) 631-7193

 

 

 

 

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Laura Madson
Sent: Thursday, October 07, 2010 2:57 PM
To: [log in to unmask]
Subject: peer evaluation practices

 

Hello everyone -
I’m curious about the peer evaluation procedures you use. Would you take a few moments to respond to the following “straw poll?” In addition, please feel free to send any thoughts or comments about peer evaluations.

  1. How many times do you collect peer evaluations during a term (e.g., once, twice, after each team activity)?
  2. Do you use a numerical peer evaluations (e.g., assigning points or answering survey items on a 1-to-7 scale), open-ended comments, both, or something else?
  3. Do you share peer evaluations with students?


In the spirit of sharing, I tell you my answers to the above questions. I teach undergraduates in large-enrollment sections (N=140) of Introduction to Psychology. In the past, I’ve collected peer evaluations at the end of the term using survey items rated on a 1-to-7 scale and I haven’t shared peer evaluations with students (unless they asked about their final grade). This semester, I’m experimenting with collecting open-ended comments after each team activity and sharing those formative comments with students. Its too early in the semester to determine the effect of the new peer evaluation procedure but the change got me wondering about the variety of peer evaluation procedures used by other TBL folks.

Many thanks for your thoughts and time!
lm
Laura Madson, Associate Professor and Graduate Director
Department of Psychology
Box 30001/MSC 3452
Las Cruces, NM 88003
(575) 646-6207
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