Dianne,
THANK YOU for "going on and on"! Concerns and questions like this are what this forum is for.
Listen to your gut. Teaching is an act of personal expression--as Parker Palmer says "We teach who we are." If your gut is speaking loudly to you, then pay attention to that. TBL consists of a set of principles, but every teacher must negotiate how to implement those principles in their own unique circumstances.
As I understand it, you are torn between 5 tests or 2. Here's a middle-ground approach I have seen taken, that might fit your situation:
* Six units in the course, with RAP's at the beginning of each (so, 6 RAPs)
* Retrospective tests at the end of every *other* unit, covering the material of *both* units (so, 3 retrospective tests)
* Retrospective tests in team-based format (taken first as individuals, then as teams, with appeals).
* Retrospective tests given on the last class day of the week (so at least students have the weekend to read for the next RAP)
This gives you "two mid-terms and a non-comprehensive final" but when they are given in a team-based format, those test days can be powerful learning experiences and not feel so "wasted."
The point-weighting for the Retrospective tests can be different from the RAPs and *heavily* individual, so you feel you are getting the individualized assessment you need.
One last point: Some teachers do not require students to read ALL the readings for unit before the RAP--just the foundational/fundamental sections. Enough to get the conversation started. You have to be careful with this, of course, lest you lose the motivational "tweak" that you get with the RAP. But there may be ways you can help guide students RAP preparation to the most foundational parts of the reading, and require it *all* be read by building that expectation into activities within the unit--not least the retrospective exams.
Hope this contributes to your thinking in some way. Great conversation!
-M
-----Original Message-----
From: York, Dianne [mailto:[log in to unmask]]
Sent: Tuesday, May 04, 2010 8:13 AM
To: [log in to unmask]
Cc: Sweet, Michael S
Subject: RE: Back-to-back tests
Michael,
I have 4 sections of 50 students or about 200 students per semester. They are mostly freshmen and sophomores. All are fulfilling a general education requirement in science. Many are very underprepared. For a multitude of reasons. I'm sure you are not surprised.
Regarding the unit tests, I'm struggling - immensely - with the thought of forgoing them and using a mid-term and final exam only. Going with my gut, if I am this apprehensive about it, I probably should not do it. Unit tests allow my students to focus on smaller chunks of material at a time. Currently I give 5 unit tests. The final exam is the last unit test; it's not comprehensive.
I presume that those using a mid-term and final count those exams for at least 50% of the course grade. That is what I do now. My unit tests constitute a little more than 50% of the course grade. Unit tests should be easier for my students because the material is broken down into smaller chunks.
I also have a workable system in place for dealing with missed tests. For example, I drop the lowest score. Some students don't even take the final. Handling make-ups or rescheduling issues could be more problematic because students can't miss the mid-term or the final.
And yet, much class time is wasted on days I give a unit test. I plan no other activities that day. Most students finish the unit test within 40 min. So that is around 160 min of class time wasted: 80 min class minus 40 min for test x 4 unit tests. If I gave a mid-term, I'd use one class period instead of 4, a gain of 240 min. Final exams are on a separate schedule, so I'm not including them.
I apologize for going on and on here, but these are some of the thoughts whirling around in my head!
Dianne York
Lecturer, Biology
Lincoln University, PA
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