Kristie,
I suggest using the Written Appeals process for challenges to questions -- if you are referring to the RAT questions. You may also incorporate something along the same lines with application exercise questions if you're using a multiple choice approach. In the appeals process they can either challenge you on the correctness of the answer or on the ambiguity of the question. In each case they have to support their claims, and then you make a judgement call on whether or not to grant the appeal. This also gives you an opportunity to evaluate your material to determine if changes should be made for the next go around. You can find more specific information on the written appeals process on the TBLC website and in Michaelson's and Sibley's books.
Second -- I would place a time limit and use a timer for my RATs and for most application exercises. I use one on my iPhone so that the students hear the alarm when time is up. I've determined reasonable amounts of time for each type of test or activity I use in class. You should allow ample time, but some students simply will use every available minute (and then some) given the opportunity. There is a happy medium somewhere in between your quickest and slowest team's or individual's completion times.
Cathleen
____________________________________________________
Cathleen O. Erwin, PhD | Assistant Professor, Health Administration
Department of Political Science
Auburn University
7080 Haley Center
Auburn, AL 36849
[log in to unmask] | 334.844.5051
auburn.edu/ha
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Kristie Campana
Sent: Wednesday, September 09, 2015 2:42 PM
To: [log in to unmask]
Subject: Advice for a newbie
Hi all--
I am trying out TBL for the first time in a very small graduate class (11 students). I love it, but I have a couple of questions.
First, I regularly get challenges on my questions, and most of them are pretty decent points. Sometimes, they argue that there is no right answer, or point out that one of the "wrong" answers could work in some situations. However, if I take out the offending items, some students actually get lower scores. How do you address challenges, both using points and deciding whether or not to grant credit?
Second, I have one group that works very quickly, and one that takes some time. As a result, one group sits around for quite a while before the other group has a decision. How do you manage this? Do you try to do something productive with the other group while they are sitting, or do you just not worry about it? I am concerned that they will find this approach a poor use of their time since they spend so much time waiting.
Thanks!
Kristie Campana
Associate Professor
Psychology Department
MN State University, Mankato
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