I used Bb’s peer and self-assessment tool to have students assess each other and themselves for class participation. A dozen students all assessed each other. If the class was larger, then you can randomly have each student assess 10 plus their own participation. I wanted to give marks without distracting me from leading class discussions in a “flipped” bricks & mortar classroom. This participation exercise was worth 20% of the grade.
Two videos help to provide an introduction and example of this technique.
– https://www.youtube.com/watch?v=EvQu8duuGt
– https://www.youtube.com/watch?v=Pv3cDy9gIp0
By the end of the course students will be able to:
– Recognize basic legal issues in business agreements
– Evaluate and rank potential negotiation positions and recommend an appropriate legal course of action
– Identify possible proposals for contract terms and rank/rate alternatives with reasons
– Communicate effective critiques, justifications, plans, assessments and decisions
– Justify, defend and modify the negotiation positions in appropriate civil and persuasive ways
Once the students overcame their resistance to students assessing each other, all went very well. I used it for 2 semesters.
Criteria that was used by students to evaluate themselves and others (clicking image will open in a new window):
I had a class where (somewhat understandably), students were at first more concerned with getting high marks than learning. They needed experience with the process to be able to conclude it was fair.
Creating & Managing expectations: I prime the pump better each time.
Werner H Keller (Asst Prof)
whk@uwindsor.ca