I also use a flexible "timer" for the iRAT. At the beginning of the iRAT, I
tell students how much time I think they will need and that I will check
back with them at the end of that time. At the end of the suggested time, I
ask if anyone needs more time. Although I usually have a small number of
students who need more time, they typically finish soon after I ask. Most
students seem to understand that everyone else is done and we are waiting
on just a few students. If I have to, I'' come back several minutes later
and ask again if anyone needs more time and then set a timer for 2-3
minutes for everyone to finish. I know that I have had students who have an
accommodation for more time, but no one has asked to use his or her
accommodation.
I have never really thought about an accommodation with the tRAT and no one
has asked for one.
David Raeker-Jordan
Associate Professor of Legal Methods
Director of Student Affairs
Widener University Commonwealth Law
3800 Vartan Way, Harrisburg, PA 17110
717-541-1996
[log in to unmask]
commonwealthlaw.widener.edu
On Tue, Oct 10, 2017 at 2:47 AM, Peter Balan <[log in to unmask]>
wrote:
> Dear colleagues, I have a large proportion of international students.
> Because I use class tests with different numbers of questions, my practice
> is to walk around the room while students are taking the test to see how
> they are going. When I see that most students have completed the test, I
> put up a slide with a "timer" on it that runs for two minutes, and I
> announce to the class that they have two minutes to wrap up their test. I
> use the same approach with the team test. This is an effective way of for
> those students who have an extra time allowance to feel that they are
> getting extra time, and I have no questions from these students.
>
> You can get a copy of this "timer" slide from the module "*TBL Starter
> Kit - Implementing TBL tests in the classroom"* that is being added to
> the TBLC resources website (http://www.teambasedlearning.
> org/tblc-resource-bank/ ) - this can be found in the TBL course
> management group right at the bottom of the resources list.
>
> Regards, Peter Balan OAM
>
> University of South Australia, Australia
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Gutierrez, Marcela
> *Sent:* Tuesday, 10 October 2017 6:00 AM
>
> *To:* [log in to unmask]
> *Subject:* Re: ADA and TBL
>
>
>
> I do the same. However, I extend this option to the entire class in an
> effort to ensure universal access. Most people with an ADA allowance choose
> to take it during class. I have about 1 in 20 students ask for more time
> allowance – two of those have an ADA allowance, and the third does not
> speak English as her first language. I have not had anybody request this
> option whose motives I questioned. Further, the folks that take it early
> end up getting similar scores as those that take it during class, whereas
> the few times they took it during class they scored significantly lower.
>
>
>
> *Marcela N. Gutierrez, LMSW *Assistant Professor in Practice, School
> of Social Work
>
> The University of Texas at Arlington
>
> Box 19129, 211 South Cooper Street, Arlington, TX 76019
> <https://maps.google.com/?q=211+South+Cooper+Street,+Arlington,+TX+76019&entry=gmail&source=g>
> -0121
>
> T. 682.999.8189 <(682)%20999-8189> F. 817.272.3939
>
>
>
> [log in to unmask]
>
> https://www.uta.edu/profiles/marcela-gutierrez
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Leavitt, Dale
> *Sent:* Monday, October 9, 2017 2:20 PM
> *To:* [log in to unmask]
> *Subject:* Re: ADA and TBL
>
>
>
> Every semester I get one or two students who have an ADA allowance for
> more time on tests. I have a conversation with them (privately) and ask
> them to try out the iRAT process (I always do an introductory RAT for no
> credit to demonstrate to the class what they entail) before they ask for
> more time. I have yet to have a student invoke the more time allowance,
> once they have a better idea as to how the process works. Of course, I pay
> particular attention to them during the RATs to make sure they are not
> struggling to keep up with the testing. In each case, I explain that, if
> necessary, I can make allowances for their extra time requirement by having
> them come to class early or to take the RAT before the regular class.
>
>
>
> I ask them to work with the group for the gRAT, as that is a group effort
> and they have already experienced the RAT so do not need to extra time to
> discuss with their group mates.
>
>
>
> Dale
>
>
>
> Dale Leavitt
>
> Professor - Marine Biology &
>
> Aquaculture Extension Specialist
>
> Roger Williams University
>
> 220 Marine & Natural Sciences
>
> Bristol, RI 02809
>
>
>
> 401-450-2581 <(401)%20450-2581>
>
>
>
>
> ------------------------------
>
> *From:* Team-Based Learning <[log in to unmask]> on behalf
> of Melissa Weresh <[log in to unmask]>
> *Sent:* Monday, October 9, 2017 1:56 PM
> *To:* [log in to unmask]
> *Subject:* ADA and TBL
>
>
>
> Dear colleagues,
>
>
>
> I am turning to the collective wisdom of the TBL community with an ADA
> question. How do you provide accommodations for students with disabilities
> in the TBL context? I am primarily interested in accommodations for the
> iRATs, but would be interested in any recommendations for accommodations in
> tRATs or application exercises. Thanks in advance for any information you
> can share.
>
> Take care - Mel
>
>
>
>
>
> *Melissa H. Weresh*
>
> *Dwight D. Opperman Distinguished Professor of Law*
>
> Drake University Law School
>
> 2507 University Avenue
> <https://maps.google.com/?q=2507+University+Avenue%0D+Des+Moines,+Iowa+50311&entry=gmail&source=g>
>
> Des Moines, Iowa 50311
> <https://maps.google.com/?q=2507+University+Avenue%0D+Des+Moines,+Iowa+50311&entry=gmail&source=g>
> -4505
>
> Voice: 515-271-3926 <(515)%20271-3926> Fax: 515-271-2530
> <(515)%20271-2530>
>
>
>
>
> ------------------------------
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