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ERIC Number: ED361809
Record Type: Non-Journal
Publication Date: 1993-Aug
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Team Peer Evaluations: A Student-Generated Quantitative Measurement of Group Membership Performance.
Johnson, Keith F.
Students in an advertising research course at a large southern university were assigned to teams for a semester project and developed an instrument to evaluate their peers in the group. Students identified approximately 30 characteristics of working as a member of a team and later honed down the list to 14 individual characteristics. An overall assessment and an open-ended area for positive or negative comments were included in the instrument. Criteria developed by the students include: (1) attendance at group meetings; (2) devotes time to the project; (3) does quality work; (4) communicates with the team; (5) is a team player; (6) and shows initiative. The evaluation instrument was designed by the instructor to stress confidentiality and ease of administration. Since the first use of the instrument, five executions over three semesters have been used (in advertising research and advertising campaign courses). The instructor computes a numerical score for the evaluations, using one of a number of distribution-of-points systems. To allow an instructor to investigate a team member receiving a poor evaluation, team members supply their social security number on the instrument. While the evaluation system takes some instructor time to prepare the instrument and compute the points, it also recognizes that the student can be in a better position than the instructor to evaluate each team member's performance. (Three tables are included--forms for listing individual characteristics of contributions, for presenting the overall assessment measures, and for presenting a sample computation of peer points. A sample instrument is also included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A