I only report the scores on the iRAT to the student. They student has the
option of sharing with their teammates. Most do share but I've heard some
reply when asked how they did, "I did ok", or "I really bombed this one".
One of the items on my peer ratings is "How well did ____ prepare for the
the iRAT." Sometimes students ask "How would I know?" I explain that
during the T-RAT discussion you can tell by how the student responds to the
questions. Often you hear, "I didn't read the whole chapter", or "I just
guessed". Just as often yo hear, "I remember in the book it said ...." or
"I specifically remember in the book because it had that graph (or picture)
of..."
So the T-RAT process reveals a lot of this and is key to encouraging
students to prepare better.
On Thu, Aug 14, 2014 at 3:01 PM, Shawnalee A Whitney <
[log in to unmask]> wrote:
> Hello, folks.
>
> I know we're an international group and that questions about FERPA may not
> be relevant to those outside the US, but I'm wondering how folks in the US
> have dealt with FERPA questions, particularly pertaining to the iRAT/tRAT
> process. I'm asking on behalf of colleagues who are new to TBL and have
> raised this question. So I'll do my best to convey their question/concern.
>
> As I understand it, the concern that's been raised is that students may
> gain knowledge of other students' grades through the iRAT process.
> Personally, I think of the iRAT/tRAT as somewhat akin to the kind of
> collaborative work that might be involved in a lab. You might come in with
> a problem you've already worked, etc., and then you might discover through
> interaction with your lab partners that you had it wrong. In my classes
> (I'm in Communication), I have the students take the iRAT and then engage
> in collaborative discussion for the tRAT. My sense is that this approach
> would not violate FERPA because 1) I'm not disclosing their individual
> scores to other students and 2) they're not required to disclose their
> scores either. This approach clearly wouldn't involve other FERPA
> protections (like not disclosing grades to parents and that sort of thing).
>
> I have reviewed a variety of online sources that address interpretations
> of FERPA. This one (http://www.naceweb.org/public/ferpa0808.htm) is
> fairly helpful, particularly because it addresses the idea of collaborative
> work that students might do with peers in a class.
>
> Is there a quick guide or perhaps an FAQ to the "intersection" between
> FERPA and TBL?
>
> Thanks in advance for any insights you're able to share.
>
> All my best,
>
> Shawnalee A. Whitney
> Associate Professor of Communication
> Department of Journalism and Communication
> University of Alaska Anchorage
> [log in to unmask]
> 907-786-4393 voice
>
--
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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Saruman believes it is only great power that can hold evil in check, but
that is not what I have found. I found it is the small everyday deeds of
ordinary folk that keep the darkness at bay. Small acts of kindness and
love. -- Gandalf the Grey from the 2012 motion picture "The Hobbit"
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