This shows about a third of the paper. It is one week’s work for this team and represents 30 points out of 1000 total (about 3 percent of the student’s grade). I give these papers a cursory once over and then turn them over to the student teams for an in-depth evaluation using a grading rubric during the next week. I always give full credit for the team paper (15 points out of 1000 total class points) unless there are serious flaws. Each individual student on the team may receive less than the max possible if they have posted late, etc.
Notice that the paper has citations of a sort (I am not picky about the style). This is a major leap for some students who have, apparently, never learned the slightest bit about plagiarism. They are now at least thinking about it. Victory comes in small increments.
Because this is summer (10 weeks) and we are double stepping for a few weeks, my students also have an evaluation to complete for last week’s papers. Here is an example:
Notice that the paper has citations of a sort (I am not picky about the style). This is a major leap for some students who have, apparently, never learned the slightest bit about plagiarism. They are now at least thinking about it. Victory comes in small increments.
Because this is summer (10 weeks) and we are double stepping for a few weeks, my students also have an evaluation to complete for last week’s papers. Here is an example:
Even though the team assigns points according to the Rubric, I have already assigned the real grades for the teams and they are almost always the full 15 points. This exercise is designed to be a learning activity and help all the teams improve their papers. Soon, the teams will have the opportunity to select a paper from another team and “fix” it.
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