I tried doing peer evaluations this way in the past and found that process to be dissatisfying for both me and the students. I have since gone to treating the peer evaluation as a multiplier of individual's team-earned marks and provide them with enough points to give everyone 100%. But if some team-mates have made greater contributions, they are able to allocate those points so some get more than 100 with the consequence that some team-mates will receive less than 100. This system seems to work much better for me. Cheers Neil *Neil Haave, PhD* | Associate Professor | Dept of Science, Augustana Faculty, University of Alberta | Rm C155, Science Wing, Classroom Building, Augustana Campus | 4901 - 46 Avenue, Camrose, AB, CANADA T4V 2R3 | [log in to unmask] | http://www.augustana.ualberta.ca/profs/nhaave/ On Thu, May 1, 2014 at 6:08 PM, Massey, William V <[log in to unmask]>wrote: > Hi all, > > I am currently teaching a course in critical appraisal in which I am using > a TBL format (for the first time!). At the beginning of the semester I let > the students weight the different components of their grade. They > collectively agreed to have the peer-evaluation be worth 15% of their total > grade, despite me telling them that I would make stipulations that they > could not simply give everyone 100%. > > In doing the peer evaluations, my thought process has been to create a > class average of 85%, so that students are limited in the points they can > give out (i.e., if you have a group of 5, you have 340 points to assign for > the four other peers in your group). > > Given this is my first shot at this, I would love to hear any feedback or > advice from others. Thanks!!! > > William V. Massey, PhD > Assistant Professor of Occupational Therapy > School of Health Professions > Concordia University Wisconsin > Office: HS 143 > 262-243-2073 > [log in to unmask] > >