I agree with those who said that they do not grade application activities. In my first term using TBL, I gave points to everything under the philosophy that if the students have multiple ways to earn points, they’ll be less likely to cheat. However, my students hated it. They said things like “we feel like everything is for points and nothing is for learning” and they were always under so much pressure in every class. Since then, I eliminated the points for pre-class individual reports (which are tied to application activities) and application activities and students never complain. They’re in it for the learning so they have more fun and I have more fun as a teacher!
It seems counter-intuitive with all the talk these days about students not caring about learning, but I think we educators have to take some ownership for that because we encourage it by focusing on grades ourselves when, for example, we allow students the opportunity for regrades, take make-up tests, do extra credit assignments, and give the students points for completing their responsibilities (e.g., teacher evaluations).
My two cents.
~Tricia
Tricia Bertram Gallant, Ph.D.
Director, Academic Integrity Office
Lecturer, Rady School of Management
University of California, San Diego
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sarah Leupen
Sent: Wednesday, September 09, 2015 3:42 PM
To: [log in to unmask]
Subject: Re: Grading In-class Application Activities
I also find that using non-graded application exercises has many advantages, and students are highly engaged. One advantage I haven't seen mentioned yet is that by not grading my application exercises, I am free to make them as difficult and/or ambiguous as I like. Nothing kills discussion more than an application that's too easy, which I would be tempted toward if they were graded (to make sure it's "fair").
Sometimes there is no real right answer to the applications I write, but the question provides interesting discussion. For example, in my sophomore pre-nursing anatomy class, I ask the students if they would rather lose their stomach, small intestine, or large intestine. While the small intestine is clearly a terrible answer, there are good arguments for either of the other two, and students argue the point passionately both within their teams and in the whole-class discussion afterward, meanwhile learning a lot from each other and their resources about the different functions of these organs. Overall, I find that not grading the applications leads to students being more interested in the underlying concepts-- and yes, maybe what the answer is, but also why that's the answer, and not whether they got it right or not.
Sarah Leupen
UMBC Biological Sciences
On Wed, Sep 9, 2015 at 4:07 PM, Bill Goffe <[log in to unmask]<mailto:[log in to unmask]>> wrote:
William -
For what it is worth, I don't grade application exercises. I find that
students are fully engaged with out doing this. In fact, there is some
evidence that people do less creative work when there is extrinsic
motivation (I don't have references handy, but this is a key point of Dan
Pink's book "Drive" and it is covered in his TED talk as well).
Also, if you grade it, they're likely to share application exercises with
students who take the course later, so you'll have to write new ones each
semester. As most find it hard to to write AEs, you're adding
significantly to your workload.
You can certainly still standard midterms and finals in TBL.
- Bill
> Hello TBL Community,
>
> I am a bit of a novice TBLer so looking for some advice if you would be so kind. I am working on a way to grade the in-class applications, as it is a substantial part of the course expectations and student work. I was thinking of doing this in a two-fold manner - 1.) having a "right" answer to the applications that the groups could scratch off on the IFAT form after they have discussed and debated across groups (I would likely make this open to appeals as well); and 2.) developing some type of process feedback form in which each group would get a score at the end of a session (assessing things such as team interactions/dynamics, engagement, sound rationale behind answers during simultaneous reporting, others?!?).
>
> I would love any feedback or resources if there are any out there.
>
> Many thanks!
>
>
> William Massey, PhD
> Assistant Professor of Occupational Therapy
> School of Health Professions
> Concordia University Wisconsin
> Office: HS 143
> 262-243-2073<tel:262-243-2073>
> [log in to unmask]<mailto:[log in to unmask]>
>
>
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--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
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