MAILING LISTS

What great learning opportunity!  

This mistake reinforces the appeal process and the right to exercise it. It also helps the students understand that they have to take responsibility in their learningm. Challenging the answers leads to further understanding of the material so I love it when I have a lively interactive challenge. I have no problem letting them prove a different answer then the test answer. 

Personally, I would open up the discussion if no one brings forth a challenge. I would encourage discussion on the questions to determine if there are any quiet disagreements to the answers.  There will be someone out there who starts the discussion.  Don't rush to agreement let the discussion unfold. Once you agree with them move the discussion to the appeal process and debrief that. Discuss lessons learned. 

With respect to marks let the teams make recommendations and decide as a whole group what to do. This also reinforces the TBL process. 

I think you have a great opportunity here!

Teresa Comey
UBC Project Management Program 
Sent from my BlackBerry device on the Rogers Wireless Network

-----Original Message-----
From: Jennifer Imazeki <[log in to unmask]>
Sender: Team-Based Learning <[log in to unmask]>
Date: Wed, 08 Sep 2010 08:36:50 
To: <[log in to unmask]>
Reply-to: Jennifer Imazeki <[log in to unmask]>
Subject: mistakes and appeals

Hi all,

I knew it was likely but didn't expect it to happen on the very first
RAT: the answers on one of the questions were in the wrong order so
the correct answer according to the IF-AT sheet was actually wrong. I
noticed the high percentage of wrong answers on the individual RAT and
then not a single team got it correct. Rather than tell the students
that there was a mistake on the test right away, I decided to wait
until the next class meeting and see what appeals I get. I know that
this is the sort of thing that can be easily corrected by way of
appeals but I think that a) some teams really don't understand the
appeals process, even though I went over it in class and gave them a
handout that walked through what they need to do, and b) some people
seemed to think that THEY must have misunderstood the concept, rather
than thinking that there might be a problem with the test.

I do want to tell them that the test was wrong so no one goes on
thinking they don't understand the concept when they do but does
anyone have any advice about what to say to the students? I fully
expect at least some students will NOT submit appeals but then
complain that because it was MY mistake, I should change everyone's
scores. On the one hand, I feel guilty because normally, with a
regular exam where I messed up like this, I WOULD just change
everyone's scores. On the other hand, it seems like a perfect lesson
for the students about thinking for themselves and using the appeals
process. Any suggestions how to handle this?

thanks,
Jennifer