Hello!
I use a mid-course peer eval for my students. This one counts as a required assignment for each student, but the actual assessment doesn't count toward the grade of the person being assessed at this point. The students can see where they stand....the
final peer eval counts for both an assignment and for a portion of the grade of the person being assessed. Been doing this for a while....works well.
Gail
Gail Feigenbaum, RN, PhD
Nursing Assistant Instructor
School of Health, Wellness, Public Safety
Central New Mexico Community College
Office - Main Campus, ST 10A
Office Phone - 505-224-4126
Cell/Message Phone - 505-463-2010
Its often recommended that there be a midterm peer eval.
Christine Maguire
Bunker Hill Community College
Charlestown, MA
Early Childhood Ed
On Tue, Sep 27, 2011 at 6:07 PM, Daniel Williams
<[log in to unmask]> wrote:
Everybody:
Note: This is in an introductory biology class of 150 (25 teams).
This problem was brought to me by a student today and doesn't seem to be a result of a poorly designed assignment. One student in a team feels like he is "carrying the weight" for his team on some assignments, particularly on team RATs. The grades do
support his argument to a degree. To this point they have completed 3 RATs and he has the highest average on individual RATs, but there is no clear break between him and the other students. Two other students in his team are right behind him. Thus I feel
like this is a psychological problem more than a real "social-loafing" problem.
Do any of you have special techniques that you use to defuse these psychological problems? I was just thinking of moving up the mid-course peer evaluations, so all of the other members know how he feels.
Dan
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Daniel Williams
Department of Biology
Georgia Southern University
Statesboro, GA 30460-8042
(912) 478-7794
Fax: (912) 478-0845
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