My instinct would be team appeals only
Otherwise the bully personality might not get dampened, convinced, negotiated with
The teams are trying to arrive at a shared negotiated understanding of the material.....individual appeals might undermine this
Jim Sibley
Sorry for brief message -sent from my iPad
On 2010-09-01, at 9:55 AM, "Sweet, Michael S" <[log in to unmask]> wrote:
> My initial thought is that if you're giving out grades, there should be a BEST answer.
>
> Perhaps cases of varying quality can be made for others, but there should be a BEST answer. If two answers truly are equally good, then--yeah--you'd have to give everyone points who put either of those two, just as would be the case for any multiple-choice test inside or outside of the TBL framework.
>
> If you are discerning in your approving (or not) of appeals, then students will quickly learn that frivolously appealing is just a waste of time.
>
> And, of course, I don't recommend your making the granted-or-not-granted decision right there in the room at the moment. Carry the appeals out of class with you, let everyone's blood cool off a bit, and decide which to grant back in your office when you aren't faced with a room full of demanding eyes. . . .
>
> -M
>
>
>
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jackson, John Mark
> Sent: Wednesday, September 01, 2010 11:44 AM
> To: [log in to unmask]
> Subject: Question about appeals process.
>
> I am trying TBL for the first time this year. I teach an optics course for entering optometry students. There are 120 students in the class.
>
> Today we took a practice RAT. When we go to the appeals process, they stumped me. I made it clear (I thought) that only teams can appeal and that a successful appeal means the team gets credit for the missed item and any individual who chose that answer would also get credit on the individual RAT.
>
> But then they asked: can the team appeal on behalf of a team member? In other words, if the team overall is happy with the answer, but one student can make an argument that a second answer is really correct as well, can the team make a case for that person and have him get credit for his answer?
>
> My initial thought is NO, because the point is to learn how to critically think about the question and reach a concensus, not get as many points back as possible. But if the team really can argue that there are two "good" answers, what's my defense here?
>
> Thanks for any thoughts, and I'll be happy to clarify if this doesn't make sense.
> ---------------------------------
>
> John Mark Jackson, OD, MS, FAAO
> Southern College of Optometry
> (901) 722-3314
> Skype: jacksonsco
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