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Date: | Fri, 4 Feb 2022 15:26:12 -0600 |
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So I just responded to my student evals from the fall. As usual, the more
vocal students railed against the RAP. Even though we spent two weeks
going over the syllabus and I explained the rationale for both the RAP and
formative assessment, they still questioned the testing before lecturing
(btw I do provide a brief study guide with instructions like "be able to
tell the difference between...").
I explain the rationale to the powers that be and the students even parrot
that I don't lecture over what they already know. In the spirit of
academic freedom, I feel I have cover.
I was thinking the other day about another idea. So first let me say that
my IRQ/TRQ's (i label them quizzes to try to reduce the tension) are prolly
too long. I have reduced some to 20 items but 25-30 is my norm. I'm
totally convinced 30 is too long because they barely finish in a
single class period.
For some reason, during the last RAP, I flashed on the idea of a mini RAP.
What if the IRQ/TRQ was only 5 questions? the individual would take less
than 10 min. The team would take less than 30 min. including appeals. I
could review and even do a mini Application Exercise within the class
period. This might be one way to go in deep on a particular topic. Has
anyone tried something similar? I have when I did workshops for faculty on
TBL but I haven't with a regular class. Any thoughts?
--
Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
*RETIRED-*-Dir. Campus Technology Services
Austin Community College
[log in to unmask]
(512) 223-1790 ext. 22162
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“Keep working, keep striving, never give up. Fall down 7 times get up 8.
Without commitment, you’ll never start. But more importantly, without
consistency, you’ll never finish.
Ease is a greater threat to progress than hardship. So, keep moving, keep
growing, keep learning.
See you at work.
*”― Denzel Washington,*
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