Ron,
I don't think your emphasis is at all misguided although, as Jim Sibley
suggested, you might want to pull the total percentage of the RATs down a
bit.
But your real response is to perhaps make a clearer statement to students
at the beginning of the course, that you have multiple learning goals for
the course. I don't know what yours are, but they might be something
like:
"My hope is that by the end of this course, students will...
- Understand and remember the key concepts, terms, etc. (Foundational
Knowledge)
- Be able to apply this knowledge to authentic problems (Application)
- Relate knowledge from this course with what they are learning or have
learned in other courses (Integration)
- Be able to work effectively as a member of a professional team (Human
Dimension/Other)
- Be able to identify the significance of the subject of this course in
the context of their development as professionals in the field of
Occupational Therapy (Valuing), and
- Develop a plan for learning more about this subject in the near future
(How to continue learning)
What you then want to do is develop learning activities and assessment
activities related to each of these goals. Your grading system should then
reflect the assessment activities, with an appropriate distribution of
points or weights.
The goal of all this is both to help students see the "big picture" of the
course and, based on that, to understand why you put the emphasis where you
do in terms of the course points.
Dee Fink
On Fri, Jun 29, 2012 at 9:26 AM, 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****
>
> [image: Description: sig]****
>
> ** **
>
--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]
Websites:
www.designlearning.org [multiple resources on course design]
www.deefinkandassociates.com [offer workshops & online courses]
www.finkconsulting.info [Fink's consulting activities &
publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: *Creating Significant Learning Experiences* (2003, Jossey-Bass)
**National Project Director: Teaching & Curriculum Improvement (TCI)
Project
**Senior Associate, Dee Fink & Associates Consulting Services
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