Jenny, Although I don't know of any empirical data on this issue either, I completely agree with Paul. The only thing I might add is that, based on the experience of those who have inclluded self-assessments, there seems to be a general pattern that the better students (highest-rated) tend to underestimate their contributions (modesty?/confidence that their grade will be OK anyway?) and the worse students tend to score themselves higher than their peers (fear/self preservation?). Larry On Fri, Apr 13, 2012 at 11:48 AM, Paul Koles <[log in to unmask]> wrote: > Jenny: My opinion is that students receiving negative feedback need no > managing from the faculty in any way. The feedback, if it clearly > identifies behaviors that need to be improved, is powerful enough from both > a psychologic and social standpoint to motivate behavioral change. The > desire to do better in team activities develops without any guidance, > unless the student who is getting negative feedback has a character > disorder (e.g., narcissism) or psychosis. Regarding how the team will > function after "negative" but professionally written feedback is shared, > the team will adjust and self-manage itself over time. There may be a > blip in their academic performance temporarily, but in the long run > learning will be enhanced and team dynamics will adjust after honest > critical feedback. > > Regarding a team member "self-assessing" their contribution to the team in > any deliberate manner, I would counsel against that. Normally, team > members are constantly self-assessing as they interact in real time and > process those interactions. Again, this happens automatically in all but > the most hardened sociopaths. > > These opinions are offered on the basis of observation and experience > only; I am not a psychologist or social scientist--just a pathologist whose > eyes and ears are open. Paul > > On Apr 11, 2012, at 5:42 AM, Jenny Morris wrote: > > Hi Paul**** > ** ** > Thanks so much for your advice on this. I just have one further issue > that others may also be able to help with and that is how to manage the > process in event of a student receiving negative feedback (even though it > is anonymised). The process we are considering is that throughout the > module each member of the team will self-assess their contribution to the > team using a traffic light system on the form you developed (see attached); > and then the peer feedback will take place on the last day of the course. > **** > ** ** > We were thinking of several options: (i) students would be given the > anonymised sheets to take away with them; or (ii) we would take away and > score and send them a summary as you have suggested. However this is quite > labour intensive (we have 300 students in the group). Whichever system we > use that enables the students to receive the feedback from their peers, we > are also concerned about how best to manage the process for the students > who might receive negative feedback.**** > ** ** > Any advice would be most welcome.**** > ** ** > Best wishes**** > ** ** > Jenny**** > ** ** > Dr Jenny Morris**** > Associate Professor (Senior Lecturer) in Health Studies**** > Faculty of Health, Education and Society**** > University of Plymouth**** > Knowledge Spa**** > Treliske**** > Truro TR1 3HD**** > Cornwall**** > ** ** > Tel: 01872 256461**** > Web: http://www.plymouth.ac.uk/faculties/health**** > ** ** > ‘High quality education for high quality care’**** > ** ** > ** ** > <image003.jpg>**** > ** ** > *From:* Paul Koles [mailto:[log in to unmask]] > *Sent:* 20 February 2012 22:24 > *To:* Jenny Morris > *Cc:* [log in to unmask] > *Subject:* Re: Peer feedback & Individual/Team testing weighting**** > ** ** > Jenny: glad to see you are implementing peer feedback. Each student > should receive all of the ratings and comments made by everyone on the > student's team. In most situations where students have spent less than 6 > months together, the feedback should be de-identified, i.e., the receiver > should not be able to determine the individual source of each comment or > rating. We usually accomplish this by collating all the ratings and > comments into one summary page or web-based report.**** > **** > On Feb 20, 2012, at 10:22 AM, Jenny Morris wrote:**** > ** ** > We will be using peer feedback as formative assessment only as this is the > first time we will be running the module using tbl (2nd year module in > undergraduate nursing programme) and it is the only module using tbl. We > have divided the module into four units and felt that it was best to > include as formative only as the teams will not have worked together prior > to this module. The feedback will be collected on the last day of the > module and we were discussing how best to give the students the feedback > from this exercise. If anyone has advice on this, that would be useful.** > ** > <Personal TBL Feedback form Koles Aug-Dec 2011.doc> > > > -- ******************************* Larry K. Michaelsen, Professor of Management Dockery 400G, University of Central Missouri Warrensburg, MO 64093 660/429-9873 voice/cell phone, 660/543-8465 fax For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> Integrative Business Experience (IBE) <http://faculty.ucmo.edu/ibe/home.html > *******************************