Here is an alternative way for students to structure their feedback so it is specific and constructive.  I start with a 2-3 minute talk about how to give good feedback, emphasizing "HATS", i.e. good feedback is Honest, Actionable, Tactful, and Specific (there are lots of ways to describe good feedback, this is just the first one I came up with an acronym I could remember easily!).  I ask students to answer these three questions about each team member.  The method is called "Start-Stop-Continue".
What can this team member start doing to help our team learn better together?
What should this team member stop doing, because it is not helping our team learn?
What should this team member continue doing, because it is really helping our team learn?
These questions focus attention on behaviors that help learning, and I insist that students answer at least one (most answer all three).
For quantitative peer evaluation I also use the points distribution that Larry Michaelsen recommends.

Wayne

>>>>

Wayne T. McCormack, Ph.D.
University of Florida College of Medicine

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TEAMLEARNING-L Digest - 24 Sep 2013 to 25 Sep 2013 (#2013-138)
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  *   "Contribubtion" comments in qualitative assessment
1.    "Contribubtion" comments in qualitative assessment
o    "Contribubtion" comments in qualitative assessment<cid:3361@LIST.CTLT.UBC.CA> (09/25)
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