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]
>
>