Hi Charles,
I used to think this way, also until I read this book with our SoTL Journal
Club last year:
Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It
Can Transform Schools and Classrooms <https://gradingforequity.org/>
In that book, Feldman argues persuasively that formative assignments should
not count toward students' final grade if we are encouraging students to
take risks test-driving their learning. I haven't made the TBL components
zero as he would argue, but it certainly made me rethink that formative
assignments should not be weighted highly toward students' final grades.
The book is worth reading. It really pushed me to think about my
assumptions around assessment and grading in the context of equity.
Cheers,
Neil
NEIL HAAVE, PhD
Professor
*he/him*
UNIVERSITY OF ALBERTA
Department of Science
Augustana Faculty
Science Wing, Classroom Building
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T 780.679.1506
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On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <
[log in to unmask]> wrote:
> To Genevieve and others,
>
>
>
> For those of you who are grading the IRAT/GRAT as a very low percentage of
> the final grade, I assume you are doing so to try and minimize stress and
> make sessiona more formative and less summative in nature. Some of you may
> not have much leverage as the University/school may require you to weigh
> the summative or final exams higher than the TBL ‘tests’ (and thus make
> them much higher stakes).
>
>
>
> I would encourage you think of this a bit differently if possible. Since,
> TBL requires students to come to class prepared and having gone through the
> pre-reading materials thoroughly, than the assessment should be weighted
> sufficiently. If you want students to spend valuable time working with
> each other on complex topics, and you want them to be held accountable for
> their learning but also be rewarded for all the work they do, than
> increasing the weightage of the tests is a really good idea. One question
> you may wish to ask is, “how much time are students spending on these
> activities” and “are we weighing the TBL session exams to reflect this’”?
>
>
>
> In a previous organization I worked for (medical) we weighed TBL sessions
> (the IRAT/GRAT and Application) quite high as a total percentage of the
> entire course (sorry do not remember the exact percentage). TBL demands a
> large amount of work and measures so much (critical thinking, feedback,
> knowledge, communication skills, etc.). Why not value all of this by
> ensuring that they are given lots of credit for doing this work. Also, if
> you think (and I suspect, we all do) that TBL is a rewarding but also
> powerful tool for student learning, then a larger weighting of this
> outcome, only seems natural.
>
>
>
> I know this is complicated by the number of total sessions that your
> course has, the number of external exams students take, and other types of
> assessments students may take in any given course.
>
>
>
> Thanks,
>
> Charles
>
>
>
> <https://mdschool.tcu.edu/>
>
>
>
> *CHARLES GULLO, PHD*
>
> Assistant Dean of Faculty Development
>
> Associate Professor – Medical Education
>
> TCU BOX 297085
>
> FORT WORTH, TX 76129
>
> (o) 817- 257 - 8447
>
> *[log in to unmask] <[log in to unmask]>*
>
>
>
>
>
>
>
> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
> Benoit (MED)
> *Sent:* Wednesday, October 25, 2023 8:39 PM
> *To:* [log in to unmask]
> *Subject:* Re: Application exercices
>
>
>
> *[EXTERNAL EMAIL WARNING]* DO NOT CLICK LINKS or open attachments unless
> you recognize the sender and know the content is safe.
>
> Thank you all the answer. It helps!
>
>
>
> Last question (for the moment 😉
>
>
>
> IRAT + TRAT = what is the weight of those tests in the final grade of your
> students?
>
>
>
> For exemple, for us:
>
>
>
> Final grade:
>
>
>
> 90% is the final exam of the course
>
> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
> tests).
>
>
>
> I am curious to know what others are doing.
>
>
>
> Best regards,
>
>
>
> Geneviève
>
>
>
>
>
>
>
> *Geneviève Benoit*
>
>
>
> Professeur agrégé de clinique, Service de néphrologie
>
> Directrice du programme de néphrologie pédiatrique
>
> Département de pédiatrie
>
> CHU Sainte-Justine, Université de Montréal
>
>
>
>
> ------------------------------
>
> *De :* Team-Based Learning <[log in to unmask]> de la part de
> John Gotwals <[log in to unmask]>
> *Envoyé :* 24 octobre 2023 21:48
> *À :* [log in to unmask] <[log in to unmask]>
> *Objet :* Re: Application exercices
>
>
>
>
>
> *Avertissement automatisé :** Ce courriel provient de l'extérieur de
> votre organisation. Ne cliquez pas sur les liens et les pièces jointes si
> vous ne reconnaissez pas l'expéditeur.*
>
>
>
> If it's a case study that applies across a decent portion of the module, I
> sometimes include it as a prework item (and, as a result, of the iRAT and
> tRAT as well)...
>
>
>
> John
>
>
>
> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
> [log in to unmask]> wrote:
>
> Hi Genevieve,
>
>
>
> I have had the same issue with longer scenarios or video-based activities.
> I decided to send out the scenario or video, but not the questions, before
> the activity. That way, students who want to review the scenario or watch
> the video in advance may do so, but they cannot work on the questions
> before class.
>
>
>
> Hope that helps,
>
>
>
> Brenda
>
>
>
> Brenda Vogel, Ph.D.
>
> Professor, School of Criminology, Criminal Justice, & Emergency Management
>
> NCAA Faculty Athletics Representative
>
> Long Beach State University
>
> 1250 Bellflower Blvd.
>
> Long Beach, CA 90840
>
> Office: ET246
>
> Email: [log in to unmask]
>
>
>
> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
> Benoit (MED)
> *Sent:* Tuesday, October 24, 2023 4:36 PM
> *To:* [log in to unmask]
> *Subject:* Application exercices
>
>
>
> You don't often get email from [log in to unmask]
> Learn why this is important
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>
> CAUTION: This email was sent from an external source.
>
>
>
> Hi all,
>
>
>
> I got a question from a teacher. He was wondering if he could send the
> application exercise (in our field, it is a 2 pages clinical problem) to
> the students before the TBL session.
>
>
>
> The reason he asked if that he found that students are spending to much
> time reading the clinical scenario during the TBL session; he thought that
> if students have already done the reading of the clinical scenario at home,
> they will have more time to focus on the questions of this appplication
> exercise in class and more time for discussion in class.
>
>
>
> My first answer would be to suggest not sending the clinical scenario
> before the class; I suppose some students will already work on it at home
> and therefore there may be less intra-team/debate in class about the
> application exercise.
>
>
>
> What are your thoughts? Any experience on this?
>
>
>
> Best regards,
>
>
>
> Geneviève
>
>
>
>
>
>
>
>
>
>
>
> *Geneviève Benoit*
>
>
>
> Professeur agrégé de clinique, Service de néphrologie
>
> Directrice du programme de néphrologie pédiatrique
>
> Département de pédiatrie
>
> CHU Sainte-Justine, Université de Montréal
>
>
>
>
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