Laura,
I collect peer evaluations twice during a
semester. However, the interim peer evaluation, mid-way through the semester, does
not count toward their grade. Instead, it is an opportunity for feedback. The
attached PDF offers some insight into my overall system for evaluation. I have
found a combination of methods to be most helpful. However, no matter the
quantitative approach, I DEFINITELY recommend collecting and sharing
qualitative feedback. I believe doing so makes that peer evaluation process
part of the students’ learning rather than just a point of assessment.
Eric K. Kaufman
Assistant Professor in Leadership
Agricultural and Extension Education
Virginia Tech
266 Litton Reaves (0343)
Blacksburg VA 24061
Phone: 540-231-6258
Fax: 540-231-3824
From: Laura Madson
[mailto:[log in to unmask]]
Sent: Thursday, October 07, 2010 2:57 PM
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.
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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