I use an 8 item, (critical thinking) model for my iRATs/T-RATs. There are
three choices plus all of the above, none of the above, A&B but not C, B&C
but not A, and A&C but not B. Then you can run it either by starting at 8
points per item or do percentages. I use percentages. So the 100% on the
first try, the 70% for the second, 60% for the third, 40% for the 4th, 20%
for the 5th, 10% for the 6th and 5% for the 7th (obviously 0 for the
8th). I use an algorithm on the spreadsheet generated by the clicker
software to compute the score.
H D B 3 0.6
Rarely do teams go past 3 or 4 guesses. The algorithm also only counts if
they entered a different answer. It is interesting to see how in every
T-RAT at least one team has entered the same choice multiple times.
I toyed with the idea of giving partial credit if they chose "A" and the
answer was "F" (A&B but not C). However, when I ran the numbers on the
number of times that has happened, it's usually only one or items. So
we're talking a difference of .10 points. Also, I usually make the question
such that leaving out one of the parts is important to the concept or
including the wrong part destroys the meaning. One example would be "The
DSM-V defines bulimia as having the following conditions..." I they only
got the binging and not the purging or the purging and not the binging or
included excessive sleeping, they would have missed the key components of
the concept.
On Fri, Jan 16, 2015 at 2:04 PM, OP McCubbins <[log in to unmask]> wrote:
> I teach a capstone course in farm management and operations- Junior/
> senior level students only. Students are making decisions that affect a
> working farm operation. Because of this, I grade TRATS with four options
> (a,b,c,d) 4-2-0. My experience thus far has been great. Students are
> extremely engaged in the discussion process and only seem to have issues at
> the beginning of the semester when they're are unfamiliar with the process.
> I have found that if they exhaust their options for earning points, it is
> generally because they haven't adequately prepared (also evident when
> compared to each members IRAT score).
>
>
>
> *OP McCubbins*
>
> Instructor- AGEDS 450
>
> Collegiate FFA Graduate Advisor
>
> College of Agriculture & Life Sciences
>
> Department of Agricultural Education & Studies
>
> 217B Curtiss Hall
>
> Ames, IA 50011
>
> 859-444-3966
>
> [log in to unmask]
>
>
>
>
>
> GO CYCLONES!
>
> [image: head-is]
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Sibley, James Edward
> *Sent:* Friday, January 16, 2015 9:54 AM
> *To:* [log in to unmask]
> *Subject:* Re: tRAT Grading
>
>
>
> Hi
>
>
>
> We use 4-2-1-0 on 4 distractor cards and 8-4-2-1-0 on five distractors
> cards
>
>
>
> The 4-3-2-1-0...makes me uncomfortable ....a student could not know a single
> right answer...but get them on the second try and still get 75% on test....that
> just feels wrong to me
>
>
>
> jim
>
> --
>
> *Jim Sibley *
>
>
> Director
> Centre for Instructional Support
>
> http://cis.apsc.ubc.ca/
>
>
> Faculty of Applied Science
> University of British Columbia
> 2205-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask]
>
>
>
>
>
> Check out this *recent article
> <http://www.macleans.ca/education/multiple-choice-multiple-students/>* in *Macleans
> *- Canada's news magazine
>
>
>
> Check out my new book *Getting Started with Team-Based Learning
> <http://www.learntbl.ca>* available at Stylus Publishing
> <https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
>
>
>
> Check out my TBL website at *www.learntbl.ca <http://www.learntbl.ca>*
>
>
>
>
> ? Copyright 2015, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the message.
>
>
>
> *From: *Josie Fraser <[log in to unmask]>
> *Reply-To: *Josie Fraser <[log in to unmask]>
> *Date: *Friday, January 16, 2015 at 7:08 AM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Re: tRAT Grading
>
>
>
> We use 4 - 2 - 1 - 0
>
> We have A-D (4 option) MCQs for our tRATs, so I couldnąt justify giving 1
>
> mark to the students who have exhausted all the options.
>
> If you have A-E then I can see 4, 3, 2, 1 (0) making more sense.
>
> I wonder whether one gets more discussion with the 4/2/1/0 option. The
>
> fact that getting it right first time is worth double the points may
>
> encourage students to spend more time thinking/discussing their preferred
>
> response and coming to a proper consensus. But that is just a gut feeling
>
> - I wonder if anyone has tried to see whether it actually makes any
>
> difference? Does anyone know of data on this?
>
> Josie ?
>
>
>
> Dr Josie A Fraser
>
> Senior Lecturer in Pharmacology, Bradford School of Pharmacy
>
> Associate Dean for Learning & Teaching, Faculty of Life Sciences
>
>
>
> School of Pharmacy
>
> Faculty of Life Sciences
>
> University of Bradford
>
> Bradford
>
> West Yorkshire
>
> BD7 1DP
>
>
>
> T: (+44)(0)1274 234663
>
> E: [log in to unmask]
>
>
>
>
>
>
>
>
>
>
>
> On 16/01/2015 14:05, "DrL" <[log in to unmask]> wrote:
>
>
>
> Hi,
>
>
>
> What is the most popular grading system for tRATs? One point off for
>
> each wrong answer (4,3,2,1) or reduce by half for each wrong answer
>
> (4,2,1,0)? Other methods? What are the pro and cons?
>
>
>
>
>
> R Roy Lindquist, M.D.
>
> University of Connecticut
>
> School of Medicine
>
>
>
> ---
>
> This email is free from viruses and malware because avast! Antivirus
>
> protection is active.
>
> http://www.avast.com
>
>
>
--
Herb Coleman, Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746
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"The way I see it, every life is a pile of good things and bad things. The
good things don't always soften the bad things, but vice versa the bad
things don't always spoil the good things and make them unimportant. And we
definitely added to his pile of good things."
- Eleventh Doctor from the BBC series Dr. Who
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