I run a 17 hour pre-clinical pediatrics course. The course in general is very different from what students receive in their second year of medical school because I don't run it as a disease-based course as do most of the other courses they receive (this course focuses on the cornerstones of pediatrics needed for clerkship with a focus on pediatrics as a specialty based on prevention and health supervision). Within the 17 hours, 8 hours are spent in 4 TBL sessions. The TBLs constitute 30% of their final grade (remaining 70% from final exam). We tried using a higher percentage of the final grade from TBL because almost 50% of the course is devoted to TBL, but the administration and students thought that was too much (only one other course uses TBL and only has 2 sessions at that). Within TBL, the students choose the grade weights. Only once did they put more weight on the individual scores, and they asked that it be changed half way through when the discovered they did much better as a team.
Amanda
Amanda R. Emke, MD
Instructor, Divisions of Pediatric Critical Care & Hospital Medicine
Associate Fellowship Program Director, Pediatric Critical Care
Course Master, Pre-Clinical Pediatrics
St. Louis Children's Hospital, Washington University Physicians
Washington University School of Medicine
One Children's Place, Northwest Tower, Campus Box 8116
St. Louis, MO 63110
(314)454-2527
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Levine, Ruth
Sent: Thursday, October 11, 2012 7:43 AM
To: [log in to unmask]
Subject: Re: What is your grading scheme?
Since we do TBL in the context of a clerkship, and so much of the grading in individual, our TBL component weighs heavily on the teamwork.
Our grading rubric is as follows:
TBL is worth 15% of overall grade
IRAT: 30%
GRAT: 70%
peer evaluation (Fink method): percent multiplier modifies GRAT
Applications: not graded (we used to grade them, but arguing tended to be more about points then concepts, so we dropped the points and discussion improved)
However, we also have the policy that the team takes the final summative "shelf exam" as a team. This is worth 35% of the grade with the breakdown as follows:
Individual performance: 70%
Team performance: 30%
Students also have to obtain a "passing" score on the individual component to pass the course...in other words, the team score can't rescue them if they don't do well individually.
When I first started doing TBL I had the teams determine grade weights. After I switched to a "percent multiplier" peer evaluation system the only question was individual vs team weight and since students always chose the highest team and lowest individual I stopped the grade weight exercise since students would always choose the same ratio anyway.
Larry's point of making sure that the individual is "high enough" is one I have wondered about recently. I think that 30% is about as low as I would want to go with medical students. With undergraduates, I might even want to go higher. But I think its essential that the team weight is high to ensure that the students are motivated to contribute for the sake of the team. We have conducted focus groups with students and they tell us that they prepare not as much for themselves but because they don't want to let their teammates down. That tells me alot about the power of team accountability.
Ruth
Ruth E. Levine MD
Clarence Ross Miller Professor of Psychiatry
The University of Texas Medical Branch
301 University Blvd, Route 0193
Galveston, Texas 77555-0193
409-747-9675 (Phone) 409-747-9677 (Fax)
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________________________________
From: Team-Based Learning [[log in to unmask]] on behalf of Chris Burns [[log in to unmask]]
Sent: Wednesday, October 10, 2012 10:46 PM
To: [log in to unmask]
Subject: Re: What is your grading scheme?
Hi all,
I'm curious about how (those who do) you grade application exercises considering that they should ideally not have a clear single best answer. At my former and current institution we agreed not to grade GAEs to encourage faculty to push the limits and develop challenging applications that may have more than one correct answer.
Thanks for your input.
Chris Burns
University of Illinois College of Medicine
________________________________
Date: Wed, 10 Oct 2012 16:50:04 -0500
From: [log in to unmask]
Subject: Re: What is your grading scheme?
To: [log in to unmask]
Jim and Others,
My grading scheme creates 2 general categories, with sub-items in each one. The specific points vary from time to time, but the last time I taught a course, here was the breakdown, with 200 points in the whole course:
Individual Work: (100 Points)
- iRATs (best 4 out of 5) - 20 pts
- Bi-weekly journals - 30 pts
- Teaching Portfolio - 15
- Learning Portfolio - 15
- Individual Learning Project - 20
Group Work: (100 Points)
- gRATs - 45 pts
- Group Design Project - 30
- Final Group Project - 25
The total points for the Group Work were adjusted for each person in the group, by multiplying them by the Peer Evaluation score that each person received from his/her group. This Adjusted Group Component was then added to the points from the Individual Work, to create that person's Total Score for the course.
Dee Fink
On Wed, Oct 10, 2012 at 4:02 PM, Elizabeth Oldland <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Jim
TBL contributes to 20% of our overall unit (subject) score. Within this, each component is equally weighted.
So overall:
Exam 40%
Assignment 40%
TBL 20%
* iRAT 5%
* tRAT 5%
* Applications 5 %
* Peer evaluation 5%
regards
Elizabeth
Elizabeth Oldland
Lecturer
School of Nursing and Midwifery, Faculty of Health
Deakin University, Melbourne Burwood Campus, Australia
Phone: 03 9244 6608 International: +61 3 9244 6608
Fax: 03 9244 6118 International: +61 3 9244 6118
email: [log in to unmask]<mailto:[log in to unmask]>
Website: http://www.deakin.edu.au/nursing
Deakin University CRICOS Provider Code 00113B (Vic)
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From: Team-Based Learning [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Sibley, James Edward
Sent: Thursday, 11 October 2012 7:18 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: What is your grading scheme?
Hi
I was just reading
Dean Paramlee, Larry Michaelsen, Sandy Cook, Patrica Hudes
Team-Based Learning : A practical guide
They presented a grading scheme
Article's Grading Scheme
iRAT 25%
tRAT 35%
Applications 35%
Peer Evaluation 5%
This is very different than the one we use
UBC Grading Scheme
iRAT 10%
tRAT 10%
Applications NOT GRADED
Peer Evaluation 5%
The reminder individual things like papers, problem set, midterms
#############################
What does your grading scheme look like?
--
Jim Sibley
Director
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Fax 604.822.7006
Email: [log in to unmask]
Check out http://<http://cis.apsc.ubc.ca/>www.teambasedlearning.org<http://www.teambasedlearning.org>
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***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]<mailto:[log in to unmask]>
Websites:
www.designlearning.org<http://www.designlearning.org> [multiple resources on course design]
www.deefinkandassociates.com<http://www.deefinkandassociates.com> [offer workshops & online courses]
www.finkconsulting.info<http://www.finkconsulting.info> [Fink's consulting activities & publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: Creating Significant Learning Experiences (2003, Jossey-Bass)
**National Project Director: Teaching & Curriculum Improvement (TCI) Project
**Senior Associate, Dee Fink & Associates Consulting Services
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