To echo this, I only grant the appeal if the poor wording lead to a
reasonable misunderstanding.
On 11/3/2010 1:16 PM, Emke, Amanda R. wrote:
> I would voice my agreement that 1) if students are appealing based on a
> poorly-worded question, I only grant appeals that include an
> appropriately re-written MCQ in the correct MCQ format (which they have
> an explanation of and examples on-line) that tests the same knowledge at
> the same educational level and 2) appeals are only taken via e-mail for
> 48 hours after the TBL session and no appeals are answered until after
> 48 hours (this prevents students waiting to see if an appeal was
> accepted before submitting one or finding out why an appeal was accepted
> before submitting theirs). One of our TBL facilitators requires 2
> sources NOT given in the suggested resources to back up appeals.
>
> A little in-class discussion about confusion is good, but if they are
> debating how you worded or wrote a question, I have found through
> personal experience, that this quickly dissolves into bickering and does
> not facilitate learning.
>
> Amanda R. Emke, MD
> Course Master, Pre-Clinical Pediatrics
> Washington University School of Medicine
> Instructor, Pediatric Hospital Medicine
> Fellow, Pediatric Critical Care Medicine
> Washington University Physicians
> St. Louis Children's Hospital
> One Children's Place, NWT Box 8116
> St. Louis, MO 63110
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Brent MacLaine
> Sent: Wednesday, November 03, 2010 1:04 PM
> To: [log in to unmask]
> Subject: Re: Question about the appeals process for RATs
>
> I agree with Michael about delaying the appeal to avoid bickering.
> However, if the team's case for "confusing wording" is sound, then I
> would certainly grant the appeal. After all, that would be a matter of
> test fairness. Providing that the team is not simply "scrounging" for
> marks, more often than not I allow such appeals on the principle that
> clear, unambiguous test language is a tough target to hit -- even for
> experienced test writers.
>
> Regards,
> Brent MacLaine
>
>
>
>
>
>
> Brent MacLaine, Ph.D.
> Professor and Chair
> Department of English
> University of Prince Edward Island
> 550 University Avenue
> Charlottetown PE Canada
> C1A 4P3
> Office: 902-566-0955
> Fax: 902-566-0363
>>>> "Jacobson, Trudi E"<[log in to unmask]> 03/11/2010 2:13
> PM>>>
> I wonder if I can get the benefit of your advice about appeals. I
> don't have them very often, but did today. The team's reason for
> appealing had no merit (and was based on confusing wording, rather than
> factual error, so there is no evidence the students went back to the
> readings to follow up). My inclination in a case like this is not to
> award any points just for appealing, but I do know that others think a
> bit of credit is due for undertaking the appeal. I would be most
> interested in knowing how others think. Is there a benefit to awarding
> a few points?
>
> Thank you!
>
> Trudi
>
> Trudi E. Jacobson
> Head of User Education Programs
> University Libraries
> University at Albany, SUNY
> 1400 Washington Avenue
> Albany, NY 12222
> Phone 518/442-3581
> Fax 518/442-3088
> E-mail [log in to unmask]
> <mailto:[log in to unmask]>
> Editor of Public Services Quarterly
> This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the system manager. This message contains confidential information and is intended only for the individual named. If you are not the named addressee you should not disseminate, distribute or copy this e-mail.
>
>
--
Herb Coleman, Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
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512-223-7746
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