MAILING LISTS

I was wondering how others handle the issue of students who withdraw
from a class part way through the semester.  Do you have team
maintenance evaluations based on the number of individuals who finish
the class or on the number of individuals who made it part way through
the class?  Karla

  _____  

From: Team Learning Discussion List [mailto:[log in to unmask]]
On Behalf Of Kubitz, Karla
Sent: Tuesday, October 26, 2004 10:58 PM
To: [log in to unmask]
Subject: More RAT-related questions


Hi again,
I greatly appreciated all of the feedback last week about RATs and
whether or not it seemed like mine were too difficult.  Many thanks.

 
In considering your comments, I thought I should also say that I provide
the students with a 'Test Blueprint' for each RAT (via Blackboard).
It's basically a sheet of about a dozen or so objectives.  It reads...
"In order to do well on the RAT, be sure that you... understand x
concept, can distinguish x and y concepts... understand and can apply x
theory, etc.  Moreover, I allow the students to bring in a sheet of
handwritten notes (one side per chapter) to use during the RATs.  Do
others do similar (or different) things?  
 
Another question.  Do any of you do 'open book' RATs?  I did that on a
whim last week (because I'd forgotten to post the Test Blueprint until
the last minute) and the students had somewhat higher RAT scores than
usual.    
 
Oh, as suggested, I implemented the '5-min rule' for the RATs.  I
required all the teams to wait to start the TRATs (5 min after the first
team finished their IRATs) and it worked quite nicely.
 
Finally, I did forestall the student's requests for me to start
lecturing before the RATs and told them that if I did, we wouldn't be
able to work as much in class on application as we do and that that's
the most important part of the class.  I even got in the line about "I'd
be doing you a disservice if I started lecturing on what you can read
for yourself" in one class.  
 
Karla