Self & Peer Evaluation
Because life is always better with a bit of feedback! 👍
Last updated
Because life is always better with a bit of feedback! 👍
Last updated
So far, we've got four different question types that you can use for self & peer evaluation:
When you add a criterion for evaluation to be rated, then students are able to use a 0 to 5 star rating to evaluate each other.
You can require how many of their peers have to be rated before the student can finish the peer assessment.
For instance, if there are 6 students in a team, you can set that each student has to at least rate a minimum of three peers. Additionally, you can also add a maximum number of students to rate.
When using ratings for peer evaluation, you can ask students to justify why the ratings they give to their peers. This is quite useful as it forces the student to think carefully why he/she is given the said mark. Moreover, avoids the always tempting option that students have to give everyone five stars! 😃
Another option for Peer review is "Ranking". This will allow you to set a criterion for the students to rank their fellow colleagues.
This way of assessment in TBL is called the Michaelsen method, which consist of splitting a given amount of points along team members based on a designated criterion.
From LAMS version 4.6, you can make use of sophisticated rubrics for peer and self evaluation
You can also have open text feedback too and set limits for min and max words.
Yes, and it's configurable.
This means that if you don't want the students to see their feedback until everyone has finished or you want to look at the feedback yourself first, before disclosing it to students, you can choose to do that.
The option "After completion, ashow feedback left for the current student", when enabled will display to the student feedback given from others to him/her.
Also, the option "After completion, show feedback left for other students" will show the student the feedback that s/he has left for others.
You can enable one or the other, or both if you prefer.
Certainly!
Just uncheck the option "Allow self review" and students will only be able to evaluate their peers.
Yes, see previous question.
The Peer Review tool is only for students. If you want students to evaluate the teacher, the TBL facilitators or the TBL process, then use the Survey tool instead.
The survey tool allows you to create very useful questions to collect this feedback.
Yes. From Peer evaluation monitor you are able to export all the feedback that the students have given to each other for all criteria in all question types. The exported file (in Excel) is broken down by teams/groups.
As you saw before, you can get students to receive feedback from other straight away.
Additionally students are able to get a full report via email with all the given feedback.
For a few years, we've been working on research projects regarding Self & Peer Evaluation and while we are far from having an exhaustive analysis, CATME peer evaluation questions as well as Sparkplus factors for analysis and comparison have worked out very well.
The SPA factor is a fairness adjustment score that reflects how much each team member contributed to a group task, based on the ratings given by their peers and their own self-assessment.
Step 1: Ratings from Peers
Each student rates the contribution of their peers (e.g., on a scale from 1 to 10).
They also rate their own contribution.
Step 2: Average Rating
The system calculates the average rating that each student receives from their peers.
Step 3: Proportionate Adjustment (SPA Factor)
The SPA factor for each student is the ratio of their average rating to the average rating of the entire team.
Formula:
If SPA Factor > 1: The student contributed more than the average team member.
If SPA Factor < 1: The student contributed less than the average team member.
If SPA Factor = 1: The student contributed equally compared to the team average.
The SPA factor is used to adjust the student’s individual score for a group task:
Adjusted Score = Team Score × SPA Factor
For example, if the group received 80% for a project and a student’s SPA factor is 1.2 (i.e., they contributed more), their individual score becomes:
Similarly, if another student’s SPA factor is 0.8 (i.e., they contributed less), their individual score becomes:
The SAPA factor compares how a student rates themselves versus how their peers rate them.
Step 1: Self-Rating vs. Peer Rating
The student gives themselves a score.
The average score their peers give them is calculated.
Step 2: Comparison of Ratings
The SAPA factor is the ratio of the self-rating to the peer rating.
Formula:
If SAPA Factor > 1: The student rated themselves higher than their peers did (overestimation).
If SAPA Factor < 1: The student rated themselves lower than their peers did (underestimation).
If SAPA Factor = 1: The student’s self-rating matches their peers’ ratings.
Why is the SAPA Factor Important?
The SAPA factor aids in identifying students who may misjudge their contributions. Instructors can leverage it to enhance feedback on self-awareness and reflective practices.
Example
Self-rating: 9 out of 10
Average peer rating: 7 out of 10
The SAPA factor measures the difference between self-perception and peer perception, helping assess self-awareness.
This means the student is rating themselves 29% higher than their peers think they should.
