I know that this is not what we are supposed to be blogging about but I am going to ask anyways. I gave my students this evaluation form after we completed our Car Project. How do you keep students from giving themselves and their friends good grades? This was a very simple form and I asked them to be honest. Of course just about everyone gave A's and their projects were not even that good.
https://drive.google.com/a/greenvilleschools.us/file/d/0B5Glk0Om0vhEOW1DZ1RPaFJsT3c/view?usp=sharing
Thanks for the input.
I'm wondering if you added to your rubric with a spot for students to justify what they said if they would be more honest. If they really had to provide proof for their giving each other an A, could they? It might be worth a try, I would also explain that the overall grade should reflect the project grade and you are seeing a discrepancy, could they explain that discrepancy (as a reflection piece maybe?) Hope this helps!
ReplyDeleteI agree with Sara Beth. Perhaps if you added a narrative piece to their evaluation and had them write truthfully how they felt about working with their partner/group. Sometimes it's hard for them to offer up constructive criticism. That was a great take-away I learned from this summer-- using the structure of protocols and staying with the "I like" and "I wonder" stems for positive and negative thoughts.
ReplyDeleteOne great way to make this more private is to create a Google Form and send out the link for them to complete for homework. It's very easy to do and it automatically organizes everything into an Excel doc in your Google Drive. We just filled one out at school on "Trusting Your Team" and I had the honor of analyzing my grade level and then reporting to administration the overall feeling of trust in first grade. It was amazing how much more honest people were when they completed it on their own instead of at a faculty meeting with pen and paper. Just a thought!
Thank you both. These are definitely good ideas. I will have to work on it. I just wanted to try one even though it wasn't a PBL unit.
ReplyDeleteThese are great ideas! I love the use of technology with peer evaluation. I have started using the "I notice" and "I wonder" prompts with some of my classes and these really seem to lower the threat for people.
ReplyDeleteThese are great ideas! I love the use of technology with peer evaluation. I have started using the "I notice" and "I wonder" prompts with some of my classes and these really seem to lower the threat for people.
ReplyDeleteHi Stacia,
ReplyDeleteI agree with Sara Beth's suggestion of asking the students to provide evidence for the grades they gave. In the rubric you have an excellent "Seldom/Sometimes/Often" criteria where students check the box. What if you asked them to provide an example so they were able to defend/validate their rating?
Also, I've found that modeling through the process of honest self-assessment through meta-cognition has been a helpful strategy in showing students what I expect of them. If I walk through completing the rubric as a class, providing my thought processes in a "think aloud" where I focus on the determining of where I want to grow, that has proven to be helpful as well. I agree with Elizabeth too that the "I notice" and the "I wonder" are helpful to get students to pose questions without a risk.
Sincerely,
Dawn