Hello.. Your idea feels intuitively better than the peer assessment approach I have used in  the past. If you have a moment, I have a few questions

  1. Do you find that this process works to motivate poorly prepared students to prepare more in the future? (I teach an evening grad school class for working professionals. I need a process that students will trust to be fair and not coddle free riders.)
  2. How many units does your class have and how  much class time do you allot for these reflections? (My class has seven units. If I weighted each reflection at 2 points and gave the teams 10 minutes each time, that would be 14 points and 70 minutes of class time.  That seems like a lot.  Do you have any suggestions?)
  3. What percentage of your grading system reflects team work versus individual work?

Thank you.

Marianne O’Malley

 

 

From: Team-Based Learning <[log in to unmask]> On Behalf Of Laura Madson
Sent: Thursday, May 24, 2018 9:15 AM
To: [log in to unmask]
Subject: debriefing

 

Hi again - 

Regarding the discussion on the importance of debriefing, Dr. Chris Burns and I both use a team processing tool after each major team activity in lieu of formative (individual) peer evaluations (see attached for an example). 

 

We’ve both found that focusing formative feedback on the team, rather than on individuals, offers several advantages: 

1. low stakes, easy, introduction to giving and receiving peer evaluation/feedback

2. emphasizes team skills, not individual skills

3. makes it explicit that students are supposed to be developing teamwork skills and what these skills are

4. allows rapid self-correction of problems

5. allows rapid faculty identification of problem teams

 

Just in case anyone is interested, I also attached one of the papers from the recent special issue of the American Psychologist on teamwork mentioned by  Dr. Coleman (I’m a psychologist so it was easy for me to get access).

 

Have a lovely day,

lm

 

 

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