Hi Harry
I agree about the use of rubrics for grading assignments. In our health sciences course, we do grade the weekly team assignments, using the same generic grading rubric, which the students see on Day 1. Our rubric focuses on whether and how the team has utilized the key concepts from their assigned readings and how well they have demonstrated understanding and applied these concepts in the written argument they submit for marking. This is an efficient approach to grading and can be done relatively quickly, even for a large number of teams. We fill out the rubric form on the computer, which allows us to type in other comments as needed and to save a copy of the rubric form for our own records.
We provide each team with a folder, which is used to submit assignments for marking each week and for us to return marked assignments and the rubric form back to the team.
All students who participate in the weekly assignment are asked to sign the assignment before it is handed in. All team members receive the same grade for the assignment. Those who don't show up to class get 0 for that week's assignment.
The final individual grade in our course includes 45% from the cumulative IRAT grades and 55% from the cumulative team assignment grades (so you can't pass the course by getting perfect on the tests but never coming to class). Previously, we provided 5% separately for the peer evaluation. This year, we have reworked the peer evaluation within the team assignment grade component so that it can slightly influence that 55% component, either upward or downward, according to the peer evaluation. Our hope is that this will keep students motivated to show up and to contribute each week.
Gary Kapelus
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Gary Kapelus MBA DSP
Professor and Coordinator, Interprofessional Education
Faculty of Community Services and Health Sciences
George Brown College of Applied Arts and Technology
200 King St. E., Room 721
Toronto, ON M5T 2T9
Tel: (416) 415-5000 Ext 3508
Cell: (416) 450-8083
http://www.georgebrown.ca/healthsciences/ipe.aspx <http://www.georgebrown.ca/healthsciences/ipe.aspx>
<http://www.georgebrown.ca/healthsciences/interprofessional-education-event.aspx>
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From: Team-Based Learning on behalf of Meeuwsen, Harry
Sent: Fri 18/06/2010 10:38 AM
To: [log in to unmask]
Subject: Re: Grading Application Exercises
I have not seen anyone mention the use of rubrics. With a clear rubric that is provided to the students in advance of the assignment (I suggest the same rubric is used for all team assignments). If the application exercise results in a concept map of sorts, you can grade those using the same rubric in about 5-10 minutes depending on how many comments you want/need to add. With 7 persons in a team you can grade 10 teams (70 students in a class) in 1 to 2 hours.
Harry
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Paula Monaghan-Nichols
Sent: Friday, June 18, 2010 8:13 AM
To: [log in to unmask]
Subject: Re: Grading Application Exercises
I am the Human Genetics course Director for the University of
Pittsburgh School of Medicine. Genetics is a 4 week course and we
have 6 TBLS. TBLs account for 40% of their final grade and here is
how we break up their TBL grade. We give 10% for IRAT, 10% for GRAT,
5% for Peer evaluation and 15% for the application. The application
grade is automatic and students get it for just taking part and
completing the application. There is no formal grade and the only way
their 15% application grade can decrease is if they miss an
application exercise. We felt that the students would appreciate the
application exercise and learn more, if the stress of getting graded
was removed. The GRAT and IRAT are MCQs graded with bubble sheets and
IFAT sheets respectively.
Best wishes
Paula Monaghan-Nichols
On Jun 17, 2010, at 3:27 PM, Jodi Delfosse wrote:
> At the Medical College of Wisconsin, we are transitioning to TBL as
> the primary
> method of student engagement as we are at the same time integrating
> our
> basic and clinical sciences in the first two years. We've read
> what we can
> from a variety of sources, including searching this listserve, but
> are still not
> clear on whether institutions actually grade (or assign points) the
> application
> exercise
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