Ron,
My response has always been that I want to reward students for good
study habits. If students aren't committed to reading and
understanding the topics, then they won't be prepared for the rest of
the course activities. If the % is too low, they won't take it
seriously or will think that they can slack off occasionally. In
general I've found that the students who complain the most are the
ones who are least prepared for the RATS.
I finally settled on 25% for iRATS and 10% for tRATS, which has
worked well for me. I've also analyzed the predictors of overall
course success (overall course grade) and found that performance on
iRATS explained the greatest variance in the overall course grade. I
gladly share this information with students as well.
Cheers, Tom
On 6/29/12, Carson, Ron <[log in to unmask]> wrote:
> During a recent mid-term review, a student expressed the following opinion:
> "Students are concerned about grades while teachers are concerned about
> mastery of material. If this is true, why place so much emphasis on iRATS,
> which do not measure mastery?"
>
> My course is setup so that 37% of the grade is derived from iRATS, 5% from
> tRATS and remaining percentage from various topics, tests and assignments.
>
> I specifically set up the course with an increased emphasis on iRATS because
> I want students to study the book, which is of exceptional quality.
> However, I now wonder if my original philosophy is misguided.
>
> I appreciate feedback.
>
> Thanks,
>
> Ron Carson
>
>
> --
> Ron Carson MHS, OT
> Assistant Professor
> Occupational Therapy Department
> Florida Hospital College of Health Sciences
> 671 Winyah Drive
> Orlando, FL 32803
> 407.303.9182
> [cid:image001.gif@01CD55E1.A2CCDD70]
>
>
--
Tom DeWitt, Ph.D.
University Applied Learning Coordinator
Associate Professor of Marketing
College of Business and Economics
University of Hawaii at Hilo
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