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
K1H 8L1
Office (613) 737-7600 x 2426
Fax (613) 738-4840
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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]> 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