Like others in my discipline, getting med students to mark peers preferentially (one less than another) lead to a student revolt (1st year medicine) and the assistant dean taking away my peer evaluation form all together. I have removed the grade portion and am happy with the formative component. I think for more "activity" bases exercises, rather than the complex case questions discussions we have , and for more advanced years in training, this could work...but not worth it for now. Since I am climbing an uphill battle to get control of marking power and actual get to use my RAT marks in the final grade (since I am part of a bigger unit), I have resigned myself to small battles and achievments . ken Sincerely, Dr. Ken Kontio B.Sc., M.D., M.Ed., FRCS(C) Department of Surgery - Rm 3342 Children's Hospital of Eastern Ontario 401 Smyth Road Ottawa, ON K1H 8L1 Office (613) 737-7600 x 2426 Fax (613) 738-4840 Confidentiality Statement - The contents of this e-mail, including its attachment, are intended for the exclusive use of the recipient and may contain confidential or privileged information. If you are not the intended recipient, you are strictly prohibited from reading, using, disclosing, copying, or distributing this e-mail or any of its contents. If you received this e-mail in error, please notify the sender by reply e-mail immediately and permanently delete this e-mail and its attachments, along with any copies thereof. Thank you. Avis de confidentialité - Ce courriel, y compris ses pièces jointes, s'adresse au destinataire uniquement et pourrait contenir des renseignements confidentiels. Si vous n'êtes pas le bon destinataire, il est strictement interdit de lire, d'utiliser, de divulguer, de copier ou de diffuser ce courriel ou son contenu, en partie ou en entier. Si vous avez reçu ce courriel par erreur, veuillez en informer immédiatement l'expéditeur. puis effacez le courriel ainsi que les pièces jointes et toute autre copie. Merci. ________________________________ From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Noam Perry Sent: Sunday, March 16, 2014 1:40 PM To: [log in to unmask] Subject: Re: Does anyone else have this issue? 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 On Mar 16, 2014 9:28 AM, "Bradetich, Judith" <[log in to unmask]<mailto:[log in to unmask]>> wrote: 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