Forgot to include the helping behavior criteria: <<When you provide feedback for your teammates, consider the following examples of ideal team member behavior. Be a consistent, regular attendee (and if absent, contact team members). Be prepared for class every class meeting. Respect ideas and opinions of other team members; provide backing for assertions. Be honest and candid with team members. Share the work load (contribute frequently and productively to the team’s work) Be sensitive and constructive during disagreements. Reach out for help (do not crash and burn alone) via e-mail, phone.>> On Fri, Nov 22, 2013 at 2:22 PM, M Alexander Jurkat <[log in to unmask]>wrote: > I use a tool called iPeer (http://sourceforge.net/projects/ipeer/) which > automates and anonymizes the peer evaluation process online. If you can get > it implemented at your school, it will simplify your life greatly. > > I also use a more involved process because peer evaluation doubles as both > a teaching tool an an evaluation tool. I also want my student to know that > their behaviors are being considered by their peers continually throughout > the semester (and thus they should consider their contributions at all > times). Indeed, so enamored am I by the value of peer evaluation to guide > behaviors that I'm going to increase it's weight next semester. > > Regardless of the tool used, I ask my students to divide (100 x the > numbers of students in the group) between the members of the team. I > emphasize that no two students can receive the same score (you can't give > everyone the same 100 score). There must be at least one point difference > between any student's score and any other student's score. The evaluator > must also provide a comment that details their peer's strengths and areas > needing improvement. The comments are based on a series of helping behavior > criteria (detailed below). > > Here's how I explain it to my students (I have an intro section of the > course called "Rules of INF 202" where I explain how they will be graded -- > this is the part on peer evaluation): > > <<Peer assessment occurs three times during the semester. The first two > times are opportunities to encourage your teammates and indicate how they > might help the group better. The last time counts as the bulk of your grade > for peer assessment. > > In total, peer assessment assignments are worth 10% (10 points) of your > grade. > > Here's how the grade points break down: > Stage 1 (due 1/3 way through semester): 0.5 points for participating; 0.5 > points for following instructions (no scores same; good comments) > Stage 2 (due 1/3 way through semester): 0.5 points for meaningful > comments; 0.5 points for no scores same > Stage 3 (due last week of classes): Highest average score awarded to a > member of your team gets 8 points. Ratio of other points to highest score > is applied to 8 points for other teammates. No points are awarded to a > student who does not submit their peer evaluations. > > Example: In Stage 3, after all comments and scores are submitted student 1 > gets an average of 128, student 2 an average of 106, student 3 an average > of 94, and student 4 an average of 72 (4 teammates; 400 points awarded > across all students). Student 1 gets 8 points (high score). Student 2 gets > 106/128 or 0.83 or 83% of 8 points or 6.625 points. Student 3 gets 94/128 > or 0.73 or 73% of 8 points or 5.875 points. Student 4 gets 72/128 or 0.56 > or 56% of 8 points or 4.5 points.>> > > Then I give them an exercise (worth 0.5 points toward their grade) > applying these rules. > > <<Distribute 500 points total as average final scores among the students > below. Then complete the table. > > [image: Inline image 1] > >> > > And thus, learning how they will be graded becomes a data exercise. That's > perfect for my Introduction to Data and Databases course, but I would argue > that data is relevant to every course, no matter the subject, and it can't > hurt to give the students some practice working with it. (Then again, I > would say that.) > > Alex Jurkat > University at Albany > > > On Thu, Nov 21, 2013 at 9:58 AM, Rodriguez, Ramon (Financial Aid) < > [log in to unmask]> wrote: > >> Hello all! >> >> >> >> See attached peer evaluation form for your consideration. >> >> >> >> Ramon L. Rodriguez, M. Ed. >> >> >> >> 292-2560 / Fax 292-3840 >> >> [log in to unmask] >> >> >> >> *“For I know the plans I have for you:* >> >> *to prosper you, to give you hope and a future.”* >> >> >> >> [image: http://ts4.mm.bing.net/th?id=H.5037770130523035&pid=15.1] >> >> >> >> >> >> *From:* Team-Based Learning [mailto:[log in to unmask]] *On >> Behalf Of *Roberson, Bill >> *Sent:* Thursday, November 21, 2013 9:48 AM >> *To:* [log in to unmask] >> *Subject:* Re: Peer Evaluation Form >> >> >> >> Tom, >> >> I use something like the form attached. To keep it simple, I use a 100 >> point scale, then do a light curve on the totals, to convert the totals to >> a letter or number grade, which value then plugs into the overall grading >> scheme. >> >> Each student gets a copy of the form, which includes his/her team members. >> >> Bill Roberson >> >> University at Albany >> >> >> >> *From:* Team-Based Learning [mailto:[log in to unmask]<[log in to unmask]>] >> *On Behalf Of *Tom Allen >> *Sent:* Thursday, November 21, 2013 3:42 AM >> *To:* [log in to unmask] >> *Subject:* Peer Evaluation Form >> >> >> >> I am almost through my first semester with TBL and it has been one hell >> of a lot of work; I am hoping next semester will be easier now I have >> things set up. However, I am stuck on the peer evaluation forms. I just >> don't get it. If I have a seven-member team and the team evaluation score >> is worth 10% of the overall course grade I would ask them to distribute 60 >> points across the members. But then what do I do? >> >> >> >> In DRAFT1 attached are the names in a seven-member team. I would ask them >> to distribute 60 points. Okay, they do this as in DRAFT2, but now what do I >> do. Sally has 90 points - does this mean she only gets 9 out of 10 for the >> team evaluation component? Does this mean no one can 10 out of 10? >> Something is wrong here. >> >> >> > >