I would like to challenge that prehaps this IS a fair evaluation of her team contribution. And to ask what is being evaluated through the evaluation process?

A parallel learning objective, when we use TBL, is that the students learn how to be a team. Effective team behaviour wouldn't be measured by the quantity of the work contributed, because that does not support the system of a team. Effective team behaviour is supportive of the members in the team; to allow multiple approaches to problem solving, explore different perspectives and to collaborate on the outcome. A relationship of interdependancy is necessary for them to be a team. Therefore members cannot hold on to the their belief that 'their approach' or 'their answer' is the answer that the team agrees to. That means that sometimes collectively the team does not get the 'right' answer, but that through discussion and exploration they collectively support the approach they take. And the team supports each other in the exploration and final choice. This is one of the consequences for working in a team. If one team member continues to hold HER answer is the only answer, the purpose of the team experience is missed. So in essence we win or lose by the team Which means, when we grade the project the entire team is impacted.

The challenge to us as educators is to support this complexity in how and what we use to measure learning. And how much value we give to team based behaviours. Long term the team skills in decision making will serve them well in group decision making. This is an important skill going forward. What can we learn from looking at things and making the less perfect choice? What do we as educators value through the process?

If this student did NOT work collaboratively and polar behaviours were present during the project, this would suggest that the student isn't strong in the skills of team building and team support. To do most of the work, and to hold on to being 'right' does not allow for exploration of multiple answers and approaches. Did she not let others contribute because she felt she was right? (Even if she was right, what was missing - trust, relationship, communication?)This can limit creative and critical thinking. Do we value these skills?

And I think that looking from the outside in to the team, it might be more difficult for us to actually measure these complex relationships. That is the experience of those inside the system.

My final thought is that we also have to teach the skills of evaluating performance to the students. This needs to be a purposeful lesson in our already full class agendas. If we don't teach them how to appropriately evaluate, there is the opportunity for the evaluators to take their frustration out on those who dominate or social loaf during the projects.

In response to your question for what should you do? It would depend upon what time is left available in the term, and what is your objective for the team.

Do you want to reinforce the value of team learning? Then this is an excellent time for a team meeting to discuss and debrief. They will learn a lot through the process. This could also be a conflict resolution approach, if it is facilitated well. During this facilitation you could also facilitate an open re-evaluation.
Do you want this to just go away? Your choice, you can change the grade or leave it as it is. The learning opportunity is missed. This could be challenged by the student through the formal grade appeal process. If appealed what rigor did you have in place when setting out defining the evaluation criteria and defining the learning objectives. What can you put in placing going forward that would reduce these conflicts?

The longer I have used TBL in my programs, the clearer I have become in defining the course learning objectives and team learning objectives By first clarifying for myself how I prioritize the team experience in learning, I have been more effective in communicating my expectations for their behaviours and in defining team performance evaluation criteria.
And I continue to find the TBL learning experience to be a rich and rewarding learning enviroment for learning.

That is my 2.5 cents (CDN)!!

Teresa Comey

UBC
Sauder School of Business

On Jan 27, 2012, J.Aires de Sousa <[log in to unmask]> wrote:

Dear TBLers

I'm using TBL in a large course of General Chemistry (1st year
undergraduate students of Engineering) with 450 students in classes of
ca 80 students.

I have a problem with the peer evaluation in one team, and I'd like to
get suggestions before I make a decision.

This is a team of 6 members in which one of the students contributed
mostly(apparently to me). This conclusion is confirmed by the marks
obtained in the final exams (she scored 4 points above the other team
members in a 0-20 scale). Peer evaluation was performed before the
scores of the final exams were known. Students distributed the 100
points by the other team members and submitted the evaluations directly
to me. Only the final sums were released. Probably due to conflicts
within the team, this student ended up with 98 points and two of the
others got above 110. She is complaining the evaluation was clearly
unfair, and I'm inclined to agree.

I'm considering several options:

- Do nothing
- Ask the team if everyone feels comfortable with the final sums and, if
not, repeat the evaluation
- Repeat the evaluation, this time openly

I'm sure this should happen frequently in TBL. I had a similar problem
before, but more evident, with a rather small team (4 members). At that
time I "vetoed" the result and repeated the evaluation.

It would be great if someone could help.

Thanks,
Joao

--
Joao Aires de Sousa
Departamento de Quimica, Faculdade de Ciencias e Tecnologia,
Universidade Nova de Lisboa, 2829-516 Caparica, Portugal
Tel: (+351) 21 2948300 x 10907 Fax: (+351) 21 2948550
Email: [log in to unmask]
www: http://joao.airesdesousa.com