This exact thing happened to me the first time I used TBL 3 years ago, when I used in-class paper surveys for peer evals.
Unlike previous responders, I don't see this as a sign of team cohesiveness, as this happened in my least cohesive team. I think that the person who's been dominating team discussions throughout the semester figured it out, and convinced/coerced the other team members to follow his lead. This was the same student, by the way, who during the first tRAT was trying to find ways to cheat with the IFAT cards. Having the surveys done in class created an environment that enabled peer pressure.
After that experience I switched to an online survey, and it hasn't happened since. It is more work, but I find it worthwhile.
Noam
I administered peer evaluations mid-term, and reminded them they were not to give everyone on their team the exact same number of points, because not everyone does equal work, yada-yada-yada. However, I have had several teams try to "outsmart" the system by agreeing among themselves who will get a 9 or 11 from which team member, in essence making it so that everyone ultimately ends up with 40/40 points. I did have them do them in class, as I hadn't had time to put them on-line. Not sure if it would have made a difference. Suggestions??Judi
Judi Bradetich, M.S., M.M.
Lecturer, Development and Family Studies
Dept. of Educational Psychology
University of North Texas