Citation:\u00a0<\/em>Anson, R., Poole, S., & Fairbanks, A. (2020, February) Developing Nursing Student Communication and Teamwork Skills: Automating Peer Assessment. RN Idaho, 42(4), 15. Retrieved from https:\/\/s3.amazonaws.com\/nursing-network\/production\/attachments\/242818\/original\/RN_Idaho_FEB_2020.pdf?2020<\/p>\n Description:<\/em>\u00a0This article examines the key role played by communication and teamwork in healthcare quality, and how peer assessments\u2013using PeerAssessment.Com\u2013can improve the teamwork skills of nursing students.<\/p>\n<\/div>\n<\/div>\n<\/div>\n [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Retrospectives — A Best Practice for Team Improvement” tab_id=”1655064467692-6f27db57-8878″][vc_column_text]<\/p>\n Retrospectives — A\u00a0Best Practice for\u00a0Team Improvement\u00a0<\/strong><\/p>\n (by Rob Anson)<\/em><\/strong><\/p>\n Whether or not you encourage your student teams to use Agile Project Management, there is an Agile technique, called the Retrospective, that works very well for student groups.\u00a0 It is a best practice drawn from high performing work teams that students should learn to use for their careers.<\/p>\n The Retrospective is a simple concept actually.\u00a0 The team should set aside some time to meet on a regular basis to examine how their team is working together–individuals, interactions, processes, communications, tools, etc.\u00a0 In Agile PM, this Retrospective meeting should take place at the end of each Sprint (often a 2-3 week period.)\u00a0 \u00a0Or you may schedule when teams submit a major deliverable.\u00a0 But the point is to build it into the project where ideas for improvement can be immediately applied and re-evaluated in subsequent teamwork.<\/p>\n PeerAssessment.Com can help gather input for the Retrospective.\u00a0 First, its anonymity encourages students to be more forthcoming in their assessment of teamwork.\u00a0 Second, it organizes member inputs for the Retrospective meeting discussion.\u00a0 A byproduct is that the meeting itself is more efficient with the initial inputs in hand; I find 15-20 minutes is usually sufficient for students to complete the agenda below. The assessment should be conducted just prior to the meeting.<\/p>\n In the assessment, you should include some rating and open ended questions in the Team Assessment section.\u00a0 The default question sets are designed for this, including sets: T-01, T-02, T-03a.\u00a0 (You can substitute T-04 to T-01 and T-03b for T-03a.)<\/p>\n Retrospective Meeting Agenda<\/strong><\/p>\n Sources\/Recommended Readings<\/strong><\/p>\n [\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][\/vc_row][vc_row][vc_column][vc_tta_accordion color=”sandy-brown” active_section=”1545411426808-477def64-7a05″ collapsible_all=”true” title=”Giving Peer Feedback Resources” css=”.vc_custom_1609281586561{background-color: #dd901c !important;}”][vc_tta_section title=”To The Instructor: About Giving Feedback Section” tab_id=”1545412070740-ab58b184-e5e1″][vc_column_text]<\/p>\n Feedback is\u00a0the core of a peer assessment–in the workplace as well as for educational teams. \u00a0Constructive feedback, delivered with respect, can generate engagement and turn around an individual\u2019s work behaviors.\u00a0 Poorly delivered feedback can just as effectively do the opposite. It boils down to this: the more we can build our student\u2019s ability to give constructive, respectful feedback to one another, the more they can add to our education community and to their own careers.<\/p>\n To that end, this section includes various resources to learn about high quality feedback. Also, check out the Feedback Assessment Report, in PeerAssessment.Com, to assist you in evaluating the peer feedback your students give to one another.<\/p>\n [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”How to Give Feedback the Right Way: the C.O.I.N. Model (article, NA, Impraise)” tab_id=”1579899009431-501f8309-353d”][vc_column_text]Access Link: How to give feedback the right way: the C.O.I.N. Model–Impraise 2020<\/a><\/p>\n Link to Summary Poster:\u00a0How to construct meaningful feedback: C.O.I.N.<\/a><\/p>\n Impraise. (NA) How to give feedback the right way.\u00a0 Accessed on 1\/24\/20 from https:\/\/www.impraise.com\/blog\/how-to-give-feedback-the-right-way.<\/p>\n Description: This 5 minute read from Impraise is an excellent source for your students to learn a model for giving feedback!\u00a0 “Many people find giving constructive feedback daunting. If you remember to use the C.O.I.N formula, you can ensure you’re giving actionable, constructive feedback that will help your peers, manager or direct report improve their performance.\u00a0 You can use this Context – Observation – Impact – Next (C.O.I.N) formula to make both positive and constructive feedback more impactful, but since people find it more challenging to give constructive feedback, this is what we\u2019re focusing on.”[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Rubric to Evaluate Student Use of the C.O.I.N. Model” tab_id=”1685562107453-b62e08a6-e2ec”][vc_column_text]Access Link: Rubric to Evaluate Student Use of the COIN Model<\/a><\/p>\n Rubric created by Rob Anson, PeerAssessment.Com based on the Impraise article “How to give feedback the right way: the C.O.I.N. Model”<\/p>\n Description: This sample rubric is provided to the instructor to use when evaluating the open-ended feedback giving by a student to their peers.\u00a0 It is based on the C.O.I.N. model.\u00a0 If you would like a MS Word version of this rubric, please contact Rob Anson at robanson@peerassessment.com[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Feedback Assessment Report (PeerAssessment.Com report, added January 2020)” tab_id=”1545411423533-067eac3c-43c1″][vc_column_text]PeerAssessment.Com Feedback Assessment Report<\/a><\/strong>\u00a0(Includes actual student comments entered into PeerAssessment.Com, with names changed.)<\/em><\/p>\n The Feedback Assessment Report in PeerAssessment.Com captures responses to the open-ended questions–one Peer Assessment and three Team Assessment. All the responses that one student authored to their team and team members are displayed on one page.\u00a0 Within the PDF file, reports are sorted by author name.<\/p>\n This PDF report makes it easy to read and evaluate the feedback authored by each student.\u00a0 It can be used to assess and guide students to provide higher quality feedback to their team members.<\/p>\n A couple ideas for providing grades and\/or feedback to students:<\/p>\n [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Tips for Giving Feedback to your Peers (whitepaper: Anson, 2020)” tab_id=”1545411426808-477def64-7a05″][vc_column_text]Download:\u00a0Tips For Giving Feedback To Your Peers.pdf<\/a>\u00a0 \u00a0or\u00a0 \u00a0Tips For Giving Feedback To Your Peers.docx<\/a><\/strong><\/p>\n Anson, R (2020, PDF or DOCX).\u00a0 Tips for Giving Feedback to Your Peers. Whitepaper.<\/p>\n Description: This is a brief whitepaper written for students involved in educational team work who are asked to give feedback to their peers.\u00a0 It draws together best practices from various authors to help students recognize and author effective feedback for others.<\/p>\n You are welcome to distribute this whitepaper to your students.\u00a0 Or, feel free to download the .DOCX version and adapt it to your needs under your own name.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”The Power of Feedback (article, 2007, Hattie and Timperley)” tab_id=”1545411411652-e52d3633-170e”][vc_column_text]Download: The Power of Feedback<\/a><\/strong><\/p>\n Hattie<\/a>, J., & Timperley<\/a>, H. (2007). The power of feedback. Review of Educational Research<\/em>, 77(1), 81-112.<\/p>\n Abstract from The Power of Feedback:<\/p>\n “Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among t he major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of\u00a0feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.”<\/p>\n [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”How Atlassian Built an Award Winning Culture Using Feedback (article, 2020, Impraise)” tab_id=”Atlassian”][vc_column_text]Article Link:<\/em>\u00a0How Atlassian built an award winning culture using feedback<\/a><\/strong><\/p>\n Citation:<\/em> Impraise. (NA) How Atlassian built an award winning culture using feedback. Accessed on 1\/24\/2020 from\u00a0https:\/\/www.impraise.com\/blog\/how-atlassian-built-an-award-winning-culture-using-feedback<\/p>\n Description:<\/em> Atlassian has built a thriving, award-winning, corporate culture using feedback as a cornerstone that we can learn from in our classroom. This 10 minute read talks about the foundations for a corporate culture of feedback.\u00a0 Atlassian\u00a0believes that\u00a0\u201c<\/em>peer reviews are an integral part of getting the whole picture when it comes to employee performance. […] When you involve your colleagues in your performance evaluation you cut through the competitiveness and elevate collaboration. This approach focuses on development, and strengthens the team.\u201d[\/vc_column_text][\/vc_tta_section][\/vc_tta_accordion][\/vc_column][vc_column][vc_tta_accordion color=”sky” active_section=”99″ collapsible_all=”true” title=”Virtual Student Teams Resources”][vc_tta_section title=”To the Instructor: About Virtual Student Teams Section” tab_id=”abc1587240319396-c5485969-0d06″][vc_column_text]<\/p>\n Teamwork is tough enough in the best of circumstances.\u00a0 It is even harder when adding challenges students face in teams–simultaneously learning content, figuring out your instructor and team members, plus (often) no team member has authority and experience to sort it all out.\u00a0 Then imagine trying to pull your team together remotely.\u00a0 You can’t look them in the eye, shake their hand, or buy them a beer to work it out.\u00a0 And don’t get me started about factoring in Covid-19!<\/p>\n Fortunately, a few weeks back an email from Trello dropped in my inbox.\u00a0 Trello markets a fantastic, flexible tool for teams to manage their project work–teams in my senior projects class have used it for years.\u00a0 Both Trello, and their parent Atlassian, have extensive experience with remote teams–creating tools to support them, and using them internally.\u00a0 They leveraged this experience, together with other companies known for innovative remote teams, to create a free online guide called “How to Embrace Remote Work: The Complete Guide to Setting Up Your Team for Remote Work Success<\/a>“.\u00a0 The actionable advice, while directed at teams in the business world, applies as well to student teams in an educational setting.<\/p>\n My goal here is to make this information even more relevant, and digestible, for you and your student teams to access. I cooked Trello\u2019s Remote Team Work Guide<\/a> down even further, pulling excerpts and adding some further material.\u00a0 Then I collated and edited the excerpts to focus it, in an abbreviated fashion, on topics student teams need to master in order to work remotely.<\/p>\n Download Remote Student Teams section in single document<\/a> —\u00a0<\/em>Feel free to use this distilled guide in whole or in part. \u00a0But please make sure to give credit to Trello for making the original guide available. *<\/p>\n The topics include:<\/p>\n * I am not affiliated with Trello or Atlassian in any way.\u00a0 I am only a grateful customer.[\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Critical Collaboration Tools for Remote Student Teams” tab_id=”def1587240319396-c5485969-0d06″][vc_column_text]<\/p>\n Your team needs to pick a few basic tools for team collaboration, and set up some explicit guidelines for using them. Everyone on the team needs to use the same tool set, or there is a real chance they could self destruct. (Note: I’ve resorted the list below in order of priority for student teams.)<\/em><\/p>\n [\/vc_column_text][\/vc_tta_section][vc_tta_section title=”Team Collaboration Using Google Docs (or Sheets or Slides)” tab_id=”1609370698056-35978696-4729″][vc_column_text]<\/p>\n\n
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from Rob Anson<\/em><\/h6>\n
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from Rob Anson<\/em><\/h6>\n
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Critical Collaboration Tools for Remote Student Teams<\/h2>\n
(Contains excerpts from Garber, 2016 and Moon, 2020.\u00a0 Comments from Rob Anson are in italics.)<\/h6>\n
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Sources\/For more information<\/h3>\n
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Team Collaboration Using Google Docs (or Sheets or Slides)
\n(Written by Rob Anson, with input from Sources)<\/h4>\n