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Hi

That is a very nicely constructed activity

One of the challenges is to make our expectations of students absolutely clear…your rubric does a great job of that


[cid:27AC65AF-9E54-4580-B023-E52CD06E2BAE]

Jim Sibley

Director
[cid:83B48B6F-2E4A-4B61-9268-5F7EFEBCF45B]
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia

CEME 1214-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>


Check out my book Getting Started with Team–Based Learning<http://www.learntbl.ca>
Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca>




© Copyright 2015, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message.

From: Sandra Metoyer <[log in to unmask]<mailto:[log in to unmask]>>
Date: Tuesday, March 22, 2016 at 9:06 AM
To: James Sibley <[log in to unmask]<mailto:[log in to unmask]>>, "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: RE: Assessment of applications

Dear Jacqueline:

I always assess the application exercise not by the correctness of the answer choice selected, but by the team’s ability to justify their response as the “best” of the options. After selecting their response, the team is required to write a one page justification (500 word maximum) using criteria I have provided in a rubric. Teams complete the selection and write the justification simultaneously in one class period. After writing the justification, teams share their selections simultaneously with colored labeled cards. Discussion ensues over points of agreement and disagreement. Following discussion, teams may change their selection or add additional information by adding text to the bottom of their written justifications. I take up the written justifications (one per team) at the end of class. I do not provide a “correct” answer during this class. I grade the written justifications using the exact rubric provided to the students. Members of the same team receive the same score. I return the scored rubric with comments to the teams at the start of the following class.

It works extremely well. I have attached an example for reference. The example is dated. I used this for a World Regional Geography Class several years ago.

An additional note: I allow the students to bring hard copies of materials to the application exercise (e.g., textbook, written notes, articles, maps, etc.) but I do NOT allow any use of Internet. Application exercise questions cannot simply be “googled” – at least not good ones. This also encourages their study of the materials prior to application exercise day. They know they will have only 45-50 minutes to decide, justify their decision, AND cite sources of information (very informal e.g., “per author Smith”).

Hope this is useful!

Sandra Metoyer, Ph.D.
Grants Writer
Office of Development and Galveston College Foundation
Galveston College
4015 Ave Q
Galveston, TX 77550
409-944-1288
[log in to unmask]<mailto:[log in to unmask]>

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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward
Sent: Tuesday, March 22, 2016 9:56 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Assesment of applications

Hi

In the 13 years we done TBL we have never graded application activities

We typically do have  a team worksheet that is completed at end of activity…and have each member signs the worksheet….we collect but do NOT grade these worksheet…

We tell students if you come to us with 79…really wanting the 80…it is these we will look at the team worksheets.

We never had any issues with engagement…and never had got the sense that students aren’t engaging because a grade isn’t involved…I believe the quality of question you ask better predicts engagement than if there are marks involved

Many people do grade applications, but the discomfort you can create when the answer isn’t black and white and you declare one answer as correct really gets up the students noses sometimes.

With ungraded applications we can ask harder messy questions that don’t completely resolve but lead to important conversations….without incurring the wrath of students

I know Regis Pharmacy…grades their applications….maybe they can provide some guidance for you

Take care


[cid:image001.png@01D18426.53357110]

Jim Sibley

Director
[cid:image002.png@01D18426.53357110]
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia

CEME 1214-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>


Check out my book Getting Started with Team–Based Learning<http://www.learntbl.ca>
Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca>




© Copyright 2015, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message.

From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Jacqueline Vos <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: Jacqueline Vos <[log in to unmask]<mailto:[log in to unmask]>>
Date: Tuesday, March 22, 2016 at 2:57 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Assesment of applications

Dear colleagues,

In Amsterdam (the Netherlands) we are developing a whole new bachelor curriculum in Medicine, which will start at September 2016. We are going to use TBL as one of the teaching/learning methods.

The grading system of a TBL module will consist of:
-iRAT score
-tRAT score
-score of an application
-score of peerevaluation

Now I’m coming to my question:

How do you assess the application exercises? Can you please help us to figure out the best way to do that?

Kind regards,
Jacqueline Vos


Jacqueline Vos
Educationalist

Center for Evidence-Based Education (CEBE)
Academic Medical Center (AMC)
University of Amsterdam

Email: [log in to unmask]<mailto:[log in to unmask]>

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