Dear all, I piloted SPARKPLUS for our university earlier this year. It was relatively straightforward to set up, even with a limited introduction. I received good feedback from students who found it easy to use and the results easy to interpret and use. I had previously used a paper-based system, drawing on Michael Sweet's feedback forms. In my case, with classes of 60 to 80 students, processing the results and getting them back to the students took about 3 hours (done two times during each course...). The advantage of the paper system is that participation is very high; I am now working out how to get the same participation rate with this kind of on-line system. Peter Balan University of South Australia, Australia From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward Sent: Thursday, 26 April 2012 3:33 AM To: [log in to unmask] Subject: Re: Process for Peer Feedback Hi You could look a SPARKS The current version of SparkPlus has been used in classes with as many as 1500 students. It is used by staff at many Australia Universities and a few in the US , Canada and Europe. SparkPlus facilitates self and peer assessment of team contribution. It can also be used for assessing individual work and allows students to benchmark their judgement against academics and each other. More info on these different modes can be found http://spark.uts.edu.au/ . Several research papers discuss the outcomes of its traditional use for peer evaluation and others - see for example Willey, K. & Gardner, A. 2010) 'Investigating the capacity of self and peer assessment activities to engage students and promote learning', European Journal of Engineering Education, 35: 4, 429 - 443. It is a hosted solution...where you buy class access....I think it is fairly cheap jim -- (c) Copyright 2012, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this message in error, please notify the sender immediately by e-mail, and delete the message. From: Jenny Morris <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: Jenny Morris <[log in to unmask]<mailto:[log in to unmask]>> Date: Wed, 25 Apr 2012 18:48:13 +0100 To: <[log in to unmask]<mailto:[log in to unmask]>> Subject: Process for Peer Feedback We will be implementing TBL for the first time this year with a group of around 300 second year nursing students. The module has been divided into four units which brings the students together on these four occasions for around 2-3 hours a time. In between these occasions they will have scheduled time for the preparatory work, scheduled time to work with the librarian on developing search strategies (it is an evidence-based practice module), and tutorial time following the last unit day. This means that they are working in teams on only four occasions. We are going to use peer feedback but for formative purposes only - at least for this first delivery. We are planning on using the form developed by Paul Koles which has the tick box questions plus two open ended questions. My question is about collating this information to get feedback back to the students. We have looked at ipeer but cannot use this (don't ask me to explain why!) and I'm pursuing an alternative with our University learning technologists although I'm not convinced we would get much take up if they were asked to do this out of class (which is the only we could do it electronically). However, I'm now wondering if we're putting too much effort into this and whether there is any disadvantage to the students simply taking away the hard copies of the feedback at the end of the session. This seems to me to be a sensible solution and at present I can't think of any disadvantages! Would welcome advice on this! 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' [cid:image001.jpg@01CD23A7.3A44F240]