MAILING LISTS

One question I have on this issue: my students are upset when I write poor
multiple choice questions (i.e. when the correct answer can be debated by
those with a fair amount of knowledge of the material). I certainly see
the point about rich discussion and am intrigued by it, but I'm not sure
that I could tell them with a straight face that I'm assigning grades on
something that intentionally is not clear. In short, might this harm how
students view the instructor? Might this be too big a bridge for students
new to TBL?

     - Bill

Sandy said:

> So which is more important:
> 
> · Having clear, well crafted, good item statistics, unambiguous RAT
>   questions that ensures the students understand the core principles and
>   spend the time on the application?  OR
> 
> · Having less well crafted questions, with possibly even more than one
>   right answer, to engender rich debate and discussion during RAT, and
>   more appeals (to create more thinking)? (as well as excellent
>   application questions)?
> 
> I personally am torn.  Having been frustrated by vague questions but
> enriched by the team discussion – I see the value there.  But sometimes,
> time is of the essence – I would rather spend the bulk of the time on a
> rich application that gets at those issues too.


-- 
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299 
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http://cook.rfe.org/