Dear Dianne,
How can you use the IFAT for both individual and team? Perhaps there is a confusion on terms. If you used the Immediate feedback Assessment Technique (IF-AT) scratch off forms for the individuals - then they would know the answers - that would defeat much of the team discussion about the answers that would follow? If you are talking about using some type of form to capture individual responses (like a bubble form) and then team answers - to be scored later - then you are not using IF-ATs.
So, what Larry was saying if that the scratch off forms for the group readiness assurance portion (IF-ATs http://www.epsteineducation.com/home/about/default.aspx) teams get and give lots of immediate feedback on how they are contributing to team scores.
Regarding turning in material - we give a folder for all the material and make it the team's responsibility for putting everything back. If something is missing - the entire team gets no points until the material if found and an explanation. Lose points every day missing. Let them work to give you the material - rather than you chase after them.
The way we know if someone is late is that we use audience response systems for the IRAT - so if someone's clicker is not going - they are not here.
Jennifer - we don't incorporate attendance in the grade; however, missing the IRAT scores is impactful and we include peer evaluation in the grade - so if someone is not contributing to the team - that also can affect their score. And, we DO grade the application - that is probably the most important aspect of the process - learning what to do with the content - why is it important and how do I use it?
Course evaluations are required. If they do not submit, they get a call from the dean to explain why....But they are done online - so they have time to do it.
sc
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Dianne York
Sent: Friday, October 22, 2010 7:38 PM
To: [log in to unmask]
Subject: Re: Student is not a team player
Larry,
You are correct that using TBL has been learning process for me, and I did not
go "whole hog" that first semester. Instead I have incorporated the elements
gradually, for better or for worse, and gained confidence with the system as
I've gone along. The most encouraging factor was that my students embraced
the use of teams very quickly. The most remarkable change that I've seen is
in attendance rates. Previously about 60% of students had excessive
unexcused absences, now it's about 30%.
I only started using IF-AT forms this semester, and since you brought it up, I
have a question for you. In the past, I used two copies of the RAT: one for the
individuals and one for the whole team. I realize there are multiple drawbacks
to that. But I had no problem getting the students to hand in all copies for a
grade.
Now students turn in an answer sheet for their iRAT (no access to scantron,
but I'm working on it). They keep the question page to refer to for the tRAT.
Unfortunately sometimes they don't turn in the question page. I have four
sections of this course and use the same questions, but different IF-AT forms
(different order of answer choices). My concern is sharing the questions with
students from other classes. I've warned them that I will consider it academic
dishonesty, but I know sometimes they just forget. In every case, they are
able to pull it out of a folder or notebook, when they realize everyone else got
their iRAT scores back but them.
Suggestions?
BTW, this is only a minor problem compared to the superior results I'm seeing
with the IF-ATs.
Dianne York, M.S., MT(ASCP)
Lecturer, Biology
Lincoln University, PA
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