TEAMLEARNING-L Archives

Team-Based Learning

TEAMLEARNING-L@LISTS.UBC.CA

Options: Use Classic View

Use Monospaced Font
Show Text Part by Default
Show All Mail Headers

Topic: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
"Brescia, Bill" <[log in to unmask]>
Mon, 3 Dec 2012 19:45:14 +0000
text/plain (114 lines)
How do you prevent this from turning into a fight for points?  Something like we don't understand thus the question must be poorly written thus any of us who missed it should get the points.

_______________________
William Brescia, Ph.D.
Director of Instructional Technology
Associate Professor of Preventive Medicine
Office of Medical Education
University of Tennessee Health Science Center (UTHSC)
910 Madison Avenue, Room 1002
Memphis, TN 38163 
901-448-6170
[log in to unmask]
This correspondence may be considered a public record and subject
to public inspection pursuant to the Tennessee Public Records Act


-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Bill Goffe
Sent: Friday, November 30, 2012 2:18 PM
To: [log in to unmask]
Subject: Re: Item Analysis

For those of us without a scanner, I do the following to get a sense in the classroom which questions they had difficulty with (it is also something of a "sponge activity" as it can take variable amounts of time).
After teams finish their team RATS, I ask each team which questions they still don't understand (and add that they can explain the others). After all teams are done, I have each report out the ones they don't understand and either I or another team fills them in. This seems to fit into TBL "spirit" of getting quick feedback as well as helping build teamwork. I think I got this idea here...

    - Bill

Jim said:

> we run item analysis on the whole cohort since our scanner pumps out 
> discrimination, point bi-serial and p-value
> 
> I don't see any problem with using only 10% of the group either
> 
> jim
> 
> 
> On Fri, Nov 30, 2012 at 8:13 AM, Jenny Morris
> <[log in to unmask]>wrote:
> 
> > Dear All****
> >
> > ** **
> >
> > As this is the first time we have been using TBL I plan to run an 
> > item analysis on the questions we are using.  We have around 300 
> > students in the group and I was considering basing this analysis on 
> > 10% of the group.  I’d welcome feedback from others who have 
> > undertaken similar work.****
> >
> > ** **
> >
> > Thanks and best wishes****
> >
> > ** **
> >
> > Jenny****
> >
> > ** **
> >
> > Dr Jenny Morris****
> >
> > Associate Professor (Senior Lecturer) in Health Studies****
> >
> > Faculty of Health, Education and Society****
> >
> > University of Plymouth****
> >
> > Knowledge Spa****
> >
> > Treliske****
> >
> > Truro TR1 3HD****
> >
> > Cornwall****
> >
> > ** **
> >
> > Tel: 01872 256461****
> >
> > Web: http://www.plymouth.ac.uk/faculties/health****
> >
> > ** **
> >
> > ‘High quality education for high quality care’****
> >
> > ** **
> >
> > ** **
> >
> > ** **
> >
> > ** **
> >
> 
> 
> 
> --
> Jim Sibley
> [log in to unmask]
> NEW Home Phone 604-564-1043
> Work 604-822-9241

--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299
[log in to unmask]
http://cook.rfe.org

ATOM RSS1 RSS2