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
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