======= Date Modified 19 53 2010 23:53:14 =======
Hello all,

Sorry for my general absence around the forum (as if anyone would miss me anyway! ,-)). I feel like I only pop up on here when I need advice but find myself clueless when it comes to helping others these days.
Anywho. My students on Monday had to hand in formative assessments which were then circulated around the class for others to read and add comments. They aren't graded, and I take them all back in and give my feedback too, so they aren't missing out on that.
There were quite a few complaints when I was going round the classes trying to help them with what to write. One girl basically refused to write anything saying 'she doesn't learn that way' so it was pointless. Others said they didn't feel qualified to comment on their classmate's work. I pointed out over and over again that the point wasn't to pick fault with other's work, but to help them. It means they get two sets of feedbacks and they get to see lots of other models of written essays. I didn't devise the exercise but it seems to be what tutors on this module have done for a while.
SO. Tonight I got an e-mail from a girl who is very upset because her classmate has given what she says is very harsh feedback, and she says he has used it as an excuse to make personal comments about her outside of class. I know who marked it and when I saw what he was writing in class I told him to tone down his comments and try to be constructive, which I thought he'd taken on board.
I'll speak to the head of the module about this tomorrow and do what he says, etc. but on an extremely selfish note I'm just having a little panic that the whole thing has been a disaster and my classes think it was pointless and I'm responsible. I'm not particularly confident when it comes to teaching anyway and I've sensed hostility from students over other things too. Sigh. I'm not sure there's any advice anyone can give me but I'm holding out hope...

Well I have no advice I'm afraid, but a lot of sympathy for your position. I would have hated it as an undergraduate, and they're likely to blame you as the person setting the task. Honestly, I think the idea is horrible and has many downfalls. As an undergrad, we had to evaluate each other's presentations, to work on our ability to critique constructively, but that feedback wouldn't be shown to the presenters. Any feedback we gave that the presenters were told about had to be given face-to-face at the end of the presentation. Regardless of how we sugar this situation, their work is absolutely being sent round the class to be judged - it is possibly being mocked and harshly and unfairly criticised too. Many students dread what it is their lecturer is going to say about their work, never mind fellow students. And fellow students aren't necessarily bothered about damaging others' confidence or helping them to improve. Even those who are sensitive and considerate might not know how best to encourage a particular student.

Try not to let it knock your confidence. They're not dissenting because it's you that set the task. It's not because you failed to sell it to them well enough. As an undergrad, I strongly objected to being told to keep a learning log (not as a graded assignment, but because they seemed to "know" that it would help me and every other person doing that module). I really liked and respected these lecturers, but you know what I told them? "I don't learn that way, and it wouldn't be an effective use of my time"... Incidentally, I was right (and I never did do it). I would've objected to this task at the time too, regardless of which lecturer set it.

Do you think the task is a good idea? I can't make out from your post.

Try not to take it personally. I hope you feel better soon (gift)

Thank you for your post and advice Bleebles. Originally they were supposed to swap their papers with the person sat next to them, so all feedback would be face-to-face. However, when I suggested this a few weeks before the assignments were due, they were horrified. So I asked if it would be easier if we circulated papers around the class so feedback would be semi-anonymous, and they were happier with that. Maybe it's my fault for not realizing the first way would be better. Either way, I see what you're saying- that the task was at fault, not me. I hope they see it that way too.
Did I personally think the exercise was a good idea? I knew they would find it difficult but I can definitely see the advantages. Perhaps I misjudged their confidence levels as undergrads (second year) but I didn't think they would have been as affected by it as they were. I had to do a similiar exercise in a creative writing module which in many ways was harder because we our work was much more personal, and I didn't mind it. Also, they were told to write 3 things they liked about the piece and 3 things they could improve upon, so they weren't set up to give harsh feedback and the vast majority didn't.

PS. I also went round the class to check what people were writing so they weren't left to say whatever they liked. I warned that guy about his comments but in hindsight, I should have gone back to check he'd modified them.

whenever I've taught undergraduates seem to hate peer marking/review. They don't see the feedback as valuable as that given by the tutor and they don't see they learn from marking each other. Anyway I wouldnt' feel bad about it, you didn't set the task, and in any case sometimes students have to do things they don't want to. I'd have a word with the course convenor so he knows what response the task got, and maybe have a word with the guy about his comments....perhaps suggestions about how to be more tactful. Reading between the lines it seems there is maybe something between the two students that has nothing to do with this class.