Hi Laura and everyone else
I use a numerical system after every team activity however I am
thinking of shifting to alternating numerical with open ended comments so
students can learn from each other. This is in response to recent concerns that
a student was consistently being marked down by another student in their team
for being of a different ethnicity/ESOL student. Has anyone else had to deal
with racism in their teams? If so, how did you resolve it??
Thanks in advance
Sonia
Sonia
Townsend | CertHSc Teaching and Learning Coordinator | Senior
Tutor
Te
Kupenga Hauora Mâori | Faculty of
Medical and Health Sciences |
Physical
Address Level 4,
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From: Team-Based Learning
[mailto:[log in to unmask]] On Behalf Of Laura Madson
Sent: Friday, 8 October 2010 7:57 a.m.
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.
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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