June: I'm not sure I understand when the students are taking "their exams into a side room". Is this before or after the Team RAT? Are you using IF-AT cards that reveal the faculty's opinions before they go off to the room? Are the appeals being generated after there has been whole group interactive discussion focused on questions that some of the teams missed?
I understand that students may become upset, angry, and even aggressive (unprofessionally) when they miss questions individually or as teams. However, there is a designated time in the TBL sequence to voice these concerns to the faculty and whole class: after the team RAT decisions have been finalized by all teams. The facilitator must manage that discussion to insure that teams with dissenting opinions (i.e., disagreements with faculty's best answers) have opportunity to express why they disagree by supporting their opinions with facts and concepts. These rationalizations for alternate answers may be of significant value for the whole class, because it forces the other teams to re-consider their positions. However, once all opinions and evidence are "on the table", the facilitator must bring the discussion to an end with an invitation to write cogent appeals that are supported by authoritative resources (including the advance assignment). Teams or individuals that want to continue discussion because they are upset or angry, but cannot verbalize additional evidence to support their position, must not be allowed to take the rest of the teams and the faculty hostage by continuing to burn up valuable time. When the facilitator perceives that no new information is being shared, it's time to say, "I appreciate the passionate and vigorous discussion we have had, but it's time to move on. Feel free to submit a written appeal or talk with us after the session today."
A final point: I never make decisions as to accepting or rejecting an alternate answer DURING a heated discussion, as my judgment is typically altered by a stubborn attitude that despises whining and digs my heels in to defend MY opinion. The only exception is when the faculty's question is written so badly that most students cannot interpret the language in the stem and/or the answer options. Such lame questions may be suspected when the IF-AT cards show considerable lack of support for the faculty's favorite answer. /PK
On Jul 22, 2014, at 12:05 PM, Sibley, James Edward wrote:
> Hi
>
> It sounds like these are individual appeals…we only allow appeals from teams…there is a nice moderating effect when the antagonizing student must convince their team mates to do a team appeal
>
> jim
> --
> 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]
>
> http://cis.apsc.ubc.ca/
>
>
> Check out TBL at www.teambasedlearning.org
>
>
>
> hmmmmm…
>
> © Copyright 2014, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message.
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> From: June Johnson <[log in to unmask]>
> Reply-To: June Johnson <[log in to unmask]>
> Date: Tuesday, July 22, 2014 at 8:46 AM
> To: "[log in to unmask]" <[log in to unmask]>
> Subject: Appeals Process after Exams: Self Care and Therapeutics Course with over 100 students-Concerns and Need for Ideas
>
> Colleagues, I teach in a clinical therapeutics course at Drake University where all 3 semesters are TBL, and also teach in a Self Care course in the TBL format. The issue of concern is our appeals process after exams.
> Currently, we allow students to hand in their scantrons, and take their exams into a side room to view multiple copies of an exam key with rationale for correct/incorrect answers. Students pick up an index card with a few short notes that they can take with them to file an appeal for the question within 48 hours of the exam.
> The concern: This has become a very emotionally charged situation for a number of students, who argue in writing (without solid evidence) that their answer, not the faculty's, is correct. This has negatively impacted student evaluations of our teaching in some cases.
> We would appreciate suggestions on how to better conduct these appeals, as we feel they are an important extension of their learning, to avoid antagonism.
> Thank you in advance for your ideas!
>
> June Felice Johnson, BS, Pharm.D., FASHP, FCCP, BC-ADM
> Professor of Pharmacy Practice, Clinical Sciences Department
> Drake University College of Pharmacy & Health Sciences
> 2507 University Avenue, Cline Atrium 009
> Des Moines, Iowa 50311
> Office: 515-271-1849
> Fax: 515-271-4171
> Email: [log in to unmask]
>
Paul G. Koles, MD
Assoc. Professor of Pathology and Surgery
Chair Pathology
Boonshoft School of Medicine
Wright State University
140 White Hall
3640 Colonel Glenn Highway
Dayton, OH 45435-0001
937-775-2625 phone
937-775-2633 fax
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