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I have to agree with Chris. I've had the same type of responses from
students in feedback in my classes. They just are not used to being
held responsible for thier own learning and they want you to tell them
(lecture)what's on the RAT.

Mark


Christine Porter wrote:


>Isn't the point of the Readiness Assessment Test to have the kids learn
>the stuff first so they can get more in depth with lectures and
>projects? Sounds like a bunch of lazy kids who don't like to
>think....hey...they sound like my kids.  :)  They are so used to just
>having things spoon fed to them I think and aren't used to actively
>having to learn the stuff on their own.  It's hard to say if your RATs
>are too hard or they're not trying yet or buying into the process yet.
>My two cents. Good luck.
>
>
>
>Chris Porter
>Director of Bands
>Brooklyn Center High School
>[log in to unmask]
>763-561-2120 x2602
>>>> "Kubitz, Karla" <[log in to unmask]> 10/19/04 12:32 PM >>>
>Hello TBL colleagues,
>
>I've a couple of questions that I'd like to put out there for some
>feedback.
>
>First, how do you tell whether your RATs are too hard?  My students have
>been averaging about 66-67% on their individual RATs and about 93-94% on
>their team RATs.  That's across three classes and across 4 RATs so far
>this semester.  Does that sound like they're too hard?
>
>Second, I just did a class session to look at team processes (along the
>lines of the one suggested in Michaelsen's book) where you ask the teams
>what behaviors have helped, hurt, etc.  I also included the question
>about what the instructor could do to make the class better.  In both of
>my classes, I got the suggestion to lecture before the RATs instead of
>after.  Any suggestions on how to respond to the classes about this
>suggestion?
>
>Karla
>

------------------------------
Dr. Mark R. McCoy
University of Central Oklahoma