Importance of Peer Evaluation in TBL courses Formative
Importance of Peer Evaluation in TBL courses
Formative vs Summative
Formative methods Variations of Stop/Keep Doing/Start • What should I stop doing? • What should I keep doing? • What should I start doing?
Summative methods • Michaelsen Method • Fink Method (Course Multiplier) • Koles Method
Getting student buy-in with Peer Evaluation criteria setting activity
Helping behaviour quotes “I really appreciated that you always arrived on time” “You had good things to offer, when you weren’t on your phone” “Thanks for helping me get my ideas across, and making sure that everyone heard me” “I could really tell that you prepared carefully for class”
Instruction for activity 1. Each team should create their own list (max 5 items) of what team behaviours matters most to you (10 minutes) 2. Elect representative from your team to negotiate on behalf in determining the class-wide criteria to be used. Make sure you coach him/her on what you want him/her to hold firm on, if faced with disagreements. 3. Next we will convene elected reps as a “supercommittee” to agree on the top 5 to be used by the whole class in conducting peer evaluation.
Frequency, timing, and other logistics
Typical Grading Scheme TBL Components (25 -35%)* • i. RATs ~ 10 % • t. RATs ~ 10 % • Peer Evaluation ~ 5 % Individual Components (~65 -75%) • Test, midterms, final exams, essays, reports, typical homework *based on ungraded 4 S application tasks
- Slides: 9