Small Group Communication Self Grade Process:
This allows students in the group to redistribute 10% of the possible socre for an assignment.
Let’s say a group has five members and the group assignments were potentially worth 100 points (at 50 points each). Ten percent of the total is of course, 10 points. However, 5 students are involved so at 10 points per student, each evaluator has 50 points to redistribute among all the members.
If the group with 5 members earned an 89 (B+) on its presentations, here is a possible scenario.
Students in the first column are evaluating the students in the first row:
|
Student Evaluator/Student Evaluated |
Student1 |
Student2 |
Student3 |
Student4 |
Student5 |
Total Points |
|
Student 1 |
10 |
10 |
10 |
10 |
10 |
50 |
|
Student 2 |
13 |
6 |
12 |
7 |
12 |
50 |
|
Student 3 |
14 |
7 |
13 |
5 |
11 |
50 |
|
Student 4 |
18 |
2 |
8 |
8 |
14 |
50 |
|
Student 5 |
10 |
9 |
13 |
10 |
8 |
50 |
|
|
13 |
6.8 |
11.2 |
8 |
11 |
50 |
|
Rounded off score |
13 |
7 |
11 |
8 |
11 |
50* |
*Note: The sum of rounded off scores may be above or below 50 by one point or so.
Under these figures, each student’s score would be a minimum of 79 points because that is 10 percent of 100 deducted from the actual score. Then the rounded off score would be added back to 79. Student 1 would earn 79+13, or 92 points (A-); Student 2 would earn 79+7, or 86 points (B); Student 3 would earn 79+11, or 90 points (A-); Student 4 would earn 79+8, or 87 points (B+), and Student 5, like student 3 would earn 90 points (A-).
When turning in the evaluations, students are to give brief explanations of their scores, and groups will be given time on Finals day to discuss and submit their evaluations. Student evaluations will be available to the students who have questions (in a similar format to the above) though I will try to keep specific students’ names anonymous. Nevertheless, in a group of five, students will be able to guess (with varying degrees of accuracy) whose evaluations they’re looking at.
Student 2, for example, may write of student 1 that “She prepared the final outline, did extensive research and missed one meeting.” Student 2 may write of himself, “I helped with the introduction and the bibliography but missed three major meetings over the term,” and so on. Any evaluations that do not have such explanations will be ignored. Evaluations that are not completed on time will also be ignored.