360 Degree Evaluation for the Classroom - Critical for Team-Based work.


The 360-degree feedback system was originally developed for workplace teams is a process through which feedback from an employee's subordinates, colleagues, and supervisor(s) are gathered and shared with the employee. The feedback system is transparent and presented to those being evaluated prior to team-based activities, which in itself reinforces desirable behaviors in those teams. 

This feedback system has been adapted and used successfully for managing and improving the success of teams in classrooms. The article by Tee & Ahmed (2014) provides a framework and description of a class-based integration. They suggest that the system has six core elements including timing, quality, quantity, social pressure, reflection, and communication (link to article).

In the past, I have used a 360-degree feedback survey in the classroom when I have incorporated team-based projects. I found that the introduction of a peer-feedback system prompts students to think about their behavior, given that their peers would be providing feedback, and that it may impact their grade. Additionally, I have found that such a system calms students who have had a poor experience with team-based projects in the past. It allows them with a clear way to communicate the challenges they may face without confronting the student or the instructor.

Additionally, I have typically incorporated this type of evaluation as a low-stakes, low points system. I have found that the power does not originate in the penalty of a poor grade, but in the peer pressure, and a clear delineation of the expected behaviors outlined by the 360-degree evaluation. Overall I have found that this type of assessment system is a requirement for team-based assignments.

A quick search on Google provides many examples and templates for developing team-based 360-degree evaluation surveys.


Reference:
Tee, D. D., & Ahmed, P. K. (2014). 360 degree feedback: an integrative framework for learning and assessment. Teaching in Higher Education, 19(6), 579-591.

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