UBC Mailing Lists 17.0 - TEAMLEARNING-L Archives

On Sat, Jan 5, 2013 at 3:00 AM, TEAMLEARNING-L automatic digest system <[log in to unmask]> wrote:

There are 3 messages totalling 968 lines in this issue.

Topics of the day:

1. What do you do with teams that finish early?
2. incentivizing team evaluations (2)

----------------------------------------------------------------------

Date: Fri, 4 Jan 2013 08:11:08 -0500
From: "Small, Candice B." <[log in to unmask]>
Subject: What do you do with teams that finish early?

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Hi there,

I'll be using TBL with my freshmen/sophomores for the first time this semes=
ter. My (current) question: how do you occupy the teams that finish TRATs o=
r application exercises before the remaining teams? Obviously, if after a =
TRAT they want to appeal they could work on that, and I'll encourage them t=
o 'keep talking' for the whole duration of the application time, but I'm su=
re there will be times when they will insist they are done and won't have a=
ny appeals.

Since I have underclassmen, I've learned I need to keep a very strict class=
room policy about no texting, no doing work for other classes, etc. If I l=
oosen this restriction for teams that finish early, I know what will happen=
: they'll speed through the assigned activity so that they can get to texti=
ng.

Thanks in advance!
Candice

Candice Benjes-Small, MLIS
Head, Information Literacy and Outreach
McConnell Library, Radford University
540.831.6801
[log in to unmask]

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<html xmlns:v=3D"urn:schemas-microsoft-com:vml" xmlns:o=3D"urn:schemas-micr=
osoft-com:office:office" xmlns:w=3D"urn:schemas-microsoft-com:office:word" =
xmlns:m=3D"http://schemas.microsoft.com/office/2004/12/omml" xmlns=3D"http:=
//www.w3.org/TR/REC-html40"><head><meta http-equiv=3DContent-Type content=
=3D"text/html; charset=3Dus-ascii"><meta name=3DGenerator content=3D"Micros=
oft Word 14 (filtered medium)"><title>TEAMLEARNING-L Digest - 1 Jan 2013 to=
3 Jan 2013 (#2013-2)</title><style></style></head><body lang=3DEN-US link=3D"#3366CC=
" vlink=3D"#3366CC"><div class=3DWordSection1><p class=3DMsoNormal><span st=
yle=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>Hi there,<o:p><=
/o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-f=
amily:"Calibri","sans-serif"'><o:p> </o:p></span></p><p class=3DMsoNor=
mal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>I&#=
8217;ll be using TBL with my freshmen/sophomores for the first time this se=
mester. My (current) question: how do you occupy the teams that finish TRAT=
s or application exercises before the remaining teams?  Obviously, if =
after a TRAT they want to appeal they could work on that, and I’ll en=
courage them to ‘keep talking’ for the whole duration of the ap=
plication time, but I’m sure there will be times when they will insis=
t they are done and won’t have any appeals.<o:p></o:p></span></p><p c=
lass=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","san=
s-serif"'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'f=
ont-size:11.0pt;font-family:"Calibri","sans-serif"'>Since I have underclass=
men, I’ve learned I need to keep a very strict classroom policy about=
no texting, no doing work for other classes, etc.  If I loosen this r=
estriction for teams that finish early, I know what will happen: they&#8217=
;ll speed through the assigned activity so that they can get to texting.&nb=
sp; <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.=
0pt;font-family:"Calibri","sans-serif"'><o:p> </o:p></span></p><p clas=
s=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-s=
erif"'>Thanks in advance!<o:p></o:p></span></p><p class=3DMsoNormal><span s=
tyle=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>Candice<o:p></=
o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-fa=
mily:"Calibri","sans-serif"'><o:p> </o:p></span></p><p class=3DMsoNorm=
al><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p=
> </o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0p=
t;font-family:"Calibri","sans-serif"'>Candice Benjes-Small, MLIS<o:p></o:p>=
</span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family=
:"Calibri","sans-serif"'>Head, Information Literacy and Outreach<o:p></o:p>=
</span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family=
:"Calibri","sans-serif"'>McConnell Library, Radford University<o:p></o:p></=
span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"=
Calibri","sans-serif"'>540.831.6801<o:p></o:p></span></p><p class=3DMsoNorm=
al><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>cbsm=
[log in to unmask]<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'fo=
nt-size:11.0pt;font-family:"Calibri","sans-serif"'><o:p> </o:p></span>=
</p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calib=
ri","sans-serif"'><o:p> </o:p></span></p></div></body></html>=

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------------------------------

Date: Fri, 4 Jan 2013 05:14:52 +0000
From: Mark Freeman <[log in to unmask]>
Subject: Re: incentivizing team evaluations

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Hi Jenny

Here's a multi part strategy I use

I explain early on to students that being an effective team worker is a cri=
tical graduate attribute and thus it has it's own seperate assessment weigh=
t for the course.

I revisit that concept regularly throughout the semester so it's hard to mi=
ss.

I also explain that i want to use a whole range of self and peer assessment=
activities as a way to help them be more effective judges of performance -=
their own and team peers as that's crucial upon graduation. Self regulatio=
n is more crucial especially if we want to lead or supervise others (see Da=
vid Nicol's work).

Hence when I pull out SPARK to collect, aggregate and publish anonymous tea=
m performance there are few surprises. Especially if they have done it onc=
e or twice formatively. (By the way, SPARK can also be configured so studen=
ts have to enter a minimum number of words to justify ratings). I use it on=
ce or twice formatively before summatively at the end of the semester becau=
se I want them to get feedback on their team working ability. They can do i=
t online at home or at Uni before class. They can also do it in a lab and g=
iven smartphones they can do it in class. I can publish aggregate data imm=
ediately. The first time they use SPARK I get them to do it with plenty of =
time to reflect and ensure its confidential and that usually means at home =
the day or two before the next class. I can track who has done it and can e=
asily email in SPARK those who haven't. I can also use SPARK to monitor any=
deviant behaviour (eg free riders attempting to sabotage; excessively high=
raters)

Each formative use is followed by an in-class facilitated discussion for ea=
ch team. I give them the data (or get them to print it off before class) fo=
r their team.

It contains two aggregate factors - SAPA which is my self assessment to wha=
t my peers gave me and a good indicator of self perception in the team; SPA=
which is the aggregate of my performance in the team. The free response f=
eedback accompanying the anonymous ratings is not distributed and hopefully=
they read before class so there are no surprises in class.

In their teams I get them to:
1. reflect on the data
2. tell team peers what they are good at or done well.
3. give them the opportunity to self reveal any weakness or shortcoming.
4. practice giving and receiving good feedback (with key phrases).

By this time most problems are out in the open. Each of these class session=
s was pre-empted with an announcement from me like the following:

"This is a great opportunity to personally grow and learn. The data will be=
a reflection and conversation starter. Don't miss out. Submitting the fee=
dback (ratings and justifications) and then turning up to the class team d=
iscussion is a clear indicator also of your ability as a team player.

As I am responsible for assessing your performance I will take your self an=
d peer assessments as guidance for assessing each person's team performance=
. Any unexplained non-participation is a strong indication of your team wor=
king ability and especially commitment. Hence zero for that component is no=
t unlikely and it is in your hands.".

That combination of strategies usually works and no student is 'surprised' =
when I say there is insufficient evidence of their team working ability.

Cheers, Mark

The University of Sydney Business School
Australian Business Deans Council
m: +61403534067

On 04/01/2013, at 4:46 AM, "Jenny Morris" <[log in to unmask]<mail=
to:[log in to unmask]>> wrote:
Our problem is that we have no way of monitoring whether they complete the =
feedback forms or not as they complete them on our intranet. We were unabl=
e to find any other way of doing it. However they have been told that if t=
hey don't complete the forms for each team member they will get zero for th=
e final unit iRAT. I am hoping that this will be sufficient motivation but=
as this is our first time only time will tell!

Best wishes

Jenny

Dr Jenny Morris (SFHEA)
Associate Professor (Senior Lecturer) in Health Studies
Faculty of Health, Education & Society
Plymouth University
Knowledge Spa
Trelikse
Truro TR1 3HD

Tel: 01872 256461

From: Team-Based Learning [mailto:[log in to unmask]] On Behal=
f Of Jennifer Imazeki
Sent: 03 January 2013 17:27
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: incentivizing team evaluations

Hi all,

Has anyone else had issues with students who do not complete the team evalu=
ations at the end of the semester? My students complete theirs online, thou=
gh the LMS, and there are always a couple students who 'forget'. This fall,=
there were more than usual (at least seven out of a class of 55); one team=
was particularly bad so the resulting scores only came from three of the s=
ix members. I do make the consequence fairly severe - if they do not comple=
te the evaluations, then they do not get to use the Team RA scores (that is=
, the weight that would have been given to the Team RAs is instead given to=
their individual RAs, which are generally substantially lower). For most s=
tudents, this has the effect of lowering their final semester grade by at l=
east a plus/minus, sometimes more. Of course, when they see their grade, TH=
EN they remember that they were supposed to do the evaluations but it's too=
late since all the grades are submitted. But I've had to deal with a lot o=
f whining...

What strategies do you all use to make sure the evaluations get done?

thanks,
Jennifer
****************************
Jennifer Imazeki
Department of Economics
San Diego State University
homepage: jenniferimazeki.com<http://jenniferimazeki.com>
Economics for Teachers blog: http://economicsforteachers.blogspot.com

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xmlns:m=3D"http://schemas.microsoft.com/office/2004/12/omml" xmlns=3D"http:=
//www.w3.org/TR/REC-html40">
<head>
<meta http-equiv=3D"Content-Type" content=3D"text/html; charset=3Dus-ascii"=
>
<meta name=3D"Generator" content=3D"Microsoft Word 12 (filtered medium)">
<style></style>
</head>
<body bgcolor=3D"white" lang=3D"EN-AU" link=3D"blue" vlink=3D"purple">
<div class=3D"WordSection1">
<div>
<p class=3D"MsoNormal">Hi Jenny<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Here's a multi part strategy I use<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">I explain early on to students that being an effecti=
ve team worker is a critical graduate attribute and thus it has it's own se=
perate assessment weight for the course. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">I revisit that concept regularly throughout the seme=
ster so it's hard to miss. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">I also explain that i want to use a whole range of s=
elf and peer assessment activities as a way to help them be more effective =
judges of performance - their own and team peers as that's crucial upon gra=
duation. Self regulation is more crucial
especially if we want to lead or supervise others (see David Nicol's work)=
.  <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Hence when I pull out SPARK to collect, aggregate an=
d publish anonymous team performance there are few surprises.  Especia=
lly if they have done it once or twice formatively. (By the way, SPARK can =
also be configured so students have to
enter a minimum number of words to justify ratings). I use it once or twic=
e formatively before summatively at the end of the semester because I want =
them to get feedback on their team working ability. They can do it online a=
t home or at Uni before class. They
can also do it in a lab and given smartphones they can do it in class. &nb=
sp;I can publish aggregate data immediately. The first time they use SPARK =
I get them to do it with plenty of time to reflect and ensure its confident=
ial and that usually means at home the
day or two before the next class. I can track who has done it and can easi=
ly email in SPARK those who haven't. I can also use SPARK to monitor any de=
viant behaviour (eg free riders attempting to sabotage; excessively high ra=
ters)<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Each formative use is followed by an in-class facili=
tated discussion for each team. I give them the data (or get them to print =
it off before class) for their team. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">It contains two aggregate factors - SAPA which is my=
self assessment to what my peers gave me and a good indicator of self perc=
eption in the team; SPA which is the aggregate of my performance in the tea=
m.  The free response feedback accompanying
the anonymous ratings is not distributed and hopefully they read before cl=
ass so there are no surprises in class. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">In their teams I get them to:<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">1.  reflect on the data <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">2.  tell team peers what they are good at or do=
ne well. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">3. give them the opportunity to self reveal any weak=
ness or shortcoming. <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">4.  practice giving and receiving good feedback=
(with key phrases).  <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">By this time most problems are out in the open. Each=
of these class sessions was pre-empted with an announcement from me like t=
he following:<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">"This is a great opportunity to personally grow=
and learn. The data will be a reflection and conversation starter. Don't m=
iss out.  Submitting the feedback (ratings  and justifications) a=
nd then turning up to the class team discussion is
a clear indicator also of your ability as a team player.  <o:p></o:p>=
</p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">As I am responsible for assessing your performance I=
will take your self and peer assessments as guidance for assessing each pe=
rson's team performance. Any unexplained non-participation is a strong indi=
cation of your team working ability
and especially commitment. Hence zero for that component is not unlikely a=
nd it is in your hands.". <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">That combination of strategies usually works and no =
student is 'surprised' when I say there is insufficient evidence of their t=
eam working ability. <br>
<br>
Cheers, Mark<o:p></o:p></p>
<div>
<p class=3D"MsoNormal"><o:p> </o:p></p>
</div>
<div>
<p class=3D"MsoNormal">The University of Sydney Business School<o:p></o:p><=
/p>
</div>
<div>
<p class=3D"MsoNormal"><span class=3D"apple-style-span">Australian Business=
Deans Council</span><o:p></o:p></p>
</div>
<p class=3D"MsoNormal"> m: +61403534067<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal" style=3D"margin-bottom:12.0pt"><br>
On 04/01/2013, at 4:46 AM, "Jenny Morris" <<a href=3D"mailto:j=
[log in to unmask]">[log in to unmask]</a>> wrote:<o:p>=
</o:p></p>
</div>
<blockquote style=3D"margin-top:5.0pt;margin-bottom:5.0pt">
<div>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D">Our problem is that we have no way of moni=
toring whether they complete the feedback forms or not as they complete the=
m on our intranet.  We were unable to find any other way
of doing it.  However they have been told that if they don’t co=
mplete the forms for each team member they will get zero for the final unit=
iRAT.  I am hoping that this will be sufficient motivation but as thi=
s is our first time only time will tell!</span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D">Best wishes</span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D">Jenny</span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Dr Jenny Morris (SFHEA)</=
span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Associate Professor (Seni=
or Lecturer) in Health Studies</span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Faculty of Health, Educat=
ion & Society</span><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Plymouth University</span=
><o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Knowledge Spa</span><o:p>=
</o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Trelikse</span><o:p></o:p=
></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Truro TR1 3HD</span><o:p>=
</o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D"> </span><o:p></o:p><=
/p>
<p class=3D"MsoNormal"><span style=3D"font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D">Tel: 01872 256461</span><=
o:p></o:p></p>
<p class=3D"MsoNormal"><span style=3D"font-family:"Calibri",&quot=
;sans-serif";color:#1F497D"> </span><o:p></o:p></p>
<p class=3D"MsoNormal"><b><span lang=3D"EN-US" style=3D"font-size:10.0pt;fo=
nt-family:"Tahoma","sans-serif"">From:</span></b><span =
lang=3D"EN-US" style=3D"font-size:10.0pt;font-family:"Tahoma",&qu=
ot;sans-serif""> Team-Based Learning [<a href=3D"mailto:TEAMLEARNING-L=
@LIST.CTLT.UBC.CA">mailto:[log in to unmask]</a>]
<b>On Behalf Of </b>Jennifer Imazeki<br>
<b>Sent:</b> 03 January 2013 17:27<br>
<b>To:</b> <a href=3D"mailto:[log in to unmask]">TEAMLEARNING-=
[log in to unmask]</a><br>
<b>Subject:</b> incentivizing team evaluations</span><o:p></o:p></p>
<p class=3D"MsoNormal"> <o:p></o:p></p>
<div>
<p class=3D"MsoNormal">Hi all,<o:p></o:p></p>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Has anyone else had issues with students who do not =
complete the team evaluations at the end of the semester? My students compl=
ete theirs online, though the LMS, and there are always a couple students w=
ho 'forget'. This fall, there were
more than usual (at least seven out of a class of 55); one team was partic=
ularly bad so the resulting scores only came from three of the six members.=
I do make the consequence fairly severe - if they do not complete the eval=
uations, then they do not get to
use the Team RA scores (that is, the weight that would have been given to =
the Team RAs is instead given to their individual RAs, which are generally =
substantially lower). For most students, this has the effect of lowering th=
eir final semester grade by at least
a plus/minus, sometimes more. Of course, when they see their grade, THEN t=
hey remember that they were supposed to do the evaluations but it's too lat=
e since all the grades are submitted. But I've had to deal with a lot of wh=
ining...<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">What strategies do you all use to make sure the eval=
uations get done?<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal"> <o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">thanks,<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal">Jennifer<o:p></o:p></p>
</div>
<div>
<p class=3D"MsoNormal" style=3D"margin-bottom:12.0pt">*********************=
*******<br>
Jennifer Imazeki<br>
Department of Economics<br>
San Diego State University<br>
homepage: <a href=3D"http://jenniferimazeki.com" target=3D"_blank">jen=
niferimazeki.com</a><br>
Economics for Teachers blog: <a href=3D"http://economicsforteachers.blogspo=
t.com" target=3D"_blank">
http://economicsforteachers.blogspot.com</a><br>
<br>
<br>
<br>
<br>
<o:p></o:p></p>
</div>
</div>
</div>
</blockquote>
</div>
</body>
</html>

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Date: Thu, 3 Jan 2013 16:59:55 -0600
From: Robert Brekken <[log in to unmask]>
Subject: Re: incentivizing team evaluations

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Content-Transfer-Encoding: quoted-printable

Hi-
I have used a similar format as Mark, but I have students complete their =
evaluations after they have taken their final exam. This seems to be the =
best way to get feedback from all of the students. The downside is that I =
have to manually compute their scores.
Bob

Bob Brekken
=20
Department of History
Central Lakes College
501 West College Drive
Brainerd, MN 56401
218-855-8190

>>> Mark Stevens 01/03/13 1:18 PM >>>
Jennifer -=20
=20
I have my students complete the peer evaluations in class (on paper) =
on the last class day of the semester, which eliminates the possibility=
of students "forgetting" to do them. I have to enter their peer =
evaluation scores by hand into my grade spreadsheet, but that isn't a =
huge problem as my classes are relatively small (usually 10-30 =
students).
=20
- Mark
=20
On 1/3/2013 9:27 AM, Jennifer Imazeki wrote:
=20
Hi all, =20
=20
Has anyone else had issues with students who do not =
complete the team evaluations at the end of the semester? My =
students complete theirs online, though the LMS, and there are =
always a couple students who 'forget'. This fall, there were more =
than usual (at least seven out of a class of 55); one team was =
particularly bad so the resulting scores only came from three of =
the six members. I do make the consequence fairly severe - if =
they do not complete the evaluations, then they do not get to use =
the Team RA scores (that is, the weight that would have been =
given to the Team RAs is instead given to their individual RAs, =
which are generally substantially lower). For most students, this =
has the effect of lowering their final semester grade by at least =
a plus/minus, sometimes more. Of course, when they see their =
grade, THEN they remember that they were supposed to do the =
evaluations but it's too late since all the grades are submitted. =
But I've had to deal with a lot of whining...
=20
=20
What strategies do you all use to make sure the evaluation=
s get done?
=20
=20
thanks,
Jennifer
****************************
Jennifer Imazeki
Department of Economics
San Diego State University
homepage: jenniferimazeki.com
Economics for Teachers blog: http://economicsforteachers.blogspot=
.com
=20
=20
=20
=20
=20
=20
=20
-- Mark Stevens, PhDAssistant Professor, School of Community & =
Regional PlanningUniversity of British Columbia223-1933 West MallVancouver,=
BC V6T 1Z2, Canadahttp://www.scarp.ubc.ca/profiles/faculty/Mark%20Stevens =
=20

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Content-Description: HTML

<html><head><meta http-equiv=3DContent-Type content=3D"text/html; =
charset=3Diso-8859-1"><META name=3D"Author" content=3D"Novell GroupWise =
WebAccess"></head><body style=3D'font-family: Tahoma, sans-serif; =
font-size: 13px; background-color: #FFFFFF;'>Hi-<br>I have used a similar =
format as Mark, but I have students complete their evaluations after they =
have taken their final exam. This seems to be the best way to get feedback =
from all of the students. The downside is that I have to manually compute =
their scores.<br>Bob<br><br><br/><div style=3D'clear: both;'>Bob Brekken<br=
> <br>Department of History<br>Central Lakes College<br>501 West College =
Drive<br>Brainerd, MN 56401<br>218-855-8190<br></div><br/>>>> =
Mark Stevens <[log in to unmask]> 01/03/13 1:18 PM >>><br>

=20
<meta content=3D"text/html; charset=3DISO-8859-1" http-equiv=3D"Content=
-Type">
=20
=20
Jennifer - <br>
<br>
I have my students complete the peer evaluations in class (on paper)
on the last class day of the semester, which eliminates the
possibility of students "forgetting" to do them. I have to enter
their peer evaluation scores by hand into my grade spreadsheet, but
that isn't a huge problem as my classes are relatively small
(usually 10-30 students).<br>
<br>
- Mark<br>
<br>
<div class=3D"moz-cite-prefix">On 1/3/2013 9:27 AM, Jennifer Imazeki
wrote:<br>
</div>
<blockquote cite=3D"mid:CAFrkDuJe5j03oEw2Y-mp8p95LMssMPeBvd6-Ah4z1a+fz8=
[log in to unmask]" type=3D"cite">
<meta http-equiv=3D"Content-Type" content=3D"text/html;
charset=3DISO-8859-1">
<div dir=3D"ltr">Hi all,
<div><br>
</div>
<div style=3D"">Has anyone else had issues with students who do
not complete the team evaluations at the end of the semester?
My students complete theirs online, though the LMS, and there
are always a couple students who 'forget'. This fall, there
were more than usual (at least seven out of a class of 55);
one team was particularly bad so the resulting scores only
came from three of the six members. I do make the consequence
fairly severe - if they do not complete the evaluations, then
they do not get to use the Team RA scores (that is, the weight
that would have been given to the Team RAs is instead given to
their individual RAs, which are generally substantially
lower). For most students, this has the effect of lowering
their final semester grade by at least a plus/minus, sometimes
more. Of course, when they see their grade, THEN they remember
that they were supposed to do the evaluations but it's too
late since all the grades are submitted. But I've had to deal
with a lot of whining...</div>
<div style=3D""><br>
</div>
<div style=3D"">What strategies do you all use to make sure the
evaluations get done?</div>
<div style=3D""><br>
</div>
<div style=3D"">thanks,</div>
<div style=3D"">Jennifer</div>
<div style=3D"">****************************<br>
Jennifer Imazeki<br>
Department of Economics<br>
San Diego State University<br>
homepage: <a moz-do-not-send=3D"true" href=3D"http://jennife=
rimazeki.com" target=3D"_blank">jenniferimazeki.com</a><br>
Economics for Teachers blog: <a moz-do-not-send=3D"true" =
href=3D"http://economicsforteachers.blogspot.com" target=3D"_blank">http://=
economicsforteachers.blogspot.com</a><br>
<br>
<br>
<br>
<br>
</div>
</div>
</blockquote>
<br>
<pre class=3D"moz-signature" cols=3D"72">--=20
Mark Stevens, PhD
Assistant Professor, School of Community & Regional Planning
University of British Columbia
223-1933 West Mall
Vancouver, BC V6T 1Z2, Canada
<a class=3D"moz-txt-link-freetext" href=3D"http://www.scarp.ubc.ca/profiles=
/faculty/Mark%20Stevens">http://www.scarp.ubc.ca/profiles/faculty/Mark%20St=
evens</a></pre>
=20

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End of TEAMLEARNING-L Digest - 3 Jan 2013 to 4 Jan 2013 (#2013-3)
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