I do it this way.
An individual appeal that demonstrates sound evidence of principle is awarded credit only for that individual. An individual appeal that demonstrates a question/answer is wrong results in credit for the entire class.
Thanks,
Ron Carson
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This email may have originated from my phone.
________________________________
From: Team-Based Learning [[log in to unmask]] on behalf of Larry Michaelsen [[log in to unmask]]
Sent: Thursday, October 02, 2014 6:52 PM
To: [log in to unmask]
Subject: Re: Individual appeals
Dear All,
I absolutely agree with Jim. You don't want to grant individual appeals. Said another way--If you accept individual appeals then you remove individual's responsibility to try to influence their team and YOU DON'T WANT TO DO THAT.
One other point--If I accept a team's appeal, it also applies to the scores of individuals IN THAT TEAM. For example, if I accept a team appeal for C and a correct answer when I had keyed B as he correct answer then, FOR THAT TEAM anyone with either B OR C would get credit.
Larry
On Thu, Oct 2, 2014 at 11:55 PM, Sibley, James Edward <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi
We never…never…never…never…never…never…allow individual appeals
We sometimes get unhappy individual students whose biggest compliant is they got the question wrong….not that the question is flawed
We push back on these individual appeals…saying if it is valid…you should have no trouble convincing your teammates….we look forward to your team appeal
When we write a flawed question…and there are mass team appeals…we make it right for individual and teams
But stand your ground….it is better in the long term
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 my new book Getting Started with Team-Based Learning available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
Check out TBL at www.learntbl.ca<http://www.learntbl.ca>
© Copyright 2014, 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: <Hughes>, Katie M <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Hughes, Katie M" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Thursday, October 2, 2014 at 8:39 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Individual appeals
It depends on what you biserials are for each question and answer when you do the test analysis. If I had a bad question or my distractor was too plausible, then I grant points for more than one answer.
We use the Remark testing software which gives an awesomely detailed test analysis. If I throw out a question or accept multiple answers this system will rescore the tests quickly. I also then go through all of the T-RATs to grant points back if needed.
Respectfully,
Katie
Katie Hughes MS, RN
Chair, Undergraduate Nursing Program
Assistant Professor
School of Nursing and Health Professions
Marian University
45 S. National Avenue
Fond du Lac, WI 54935
Phone: 920.923.8732
Fax: 920.923.8770
Email: [log in to unmask]<mailto:[log in to unmask]>
Web: www.marianuniversity.edu<http://www.marianuniversity.edu>
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of David Raeker-Jordan
Sent: Thursday, October 02, 2014 10:11 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Individual appeals
I have had this happen before. If two options are equally plausible, then I wrote a poor question for the RAP process. I would rescore all the iRATs and award full credit for either option.
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David Raeker-Jordan
Legal Methods Professor
Widener University School of Law
3800 Vartan Way
P.O. Box 69380
Harrisburg, PA 17106-9380
717.541.1996
[Inline image 1]
On Thu, Oct 2, 2014 at 9:05 AM, Andrew W Keitt <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I know that appeals are only granted to teams, but I’m have some push back on this policy and am having trouble justifying it. Let’s say there are two answers and there is a good case to be made that they are equally plausible—the team picks the “correct” answer, but the individual student, although she has made a good argument for her choice, is out of luck. In a big class it’s not feasible to entertain each individual appeal, but apart from logistics I’m having a hard time justifying it.
Does anyone have a suggestion for how to deal with this?
Thanks!
Andrew Keitt
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*******************************
Larry K. Michaelsen, Professor of Management
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
660/864-6497 cell, 660/543-8465 fax
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org<http://www.teambasedlearning.org>>
Integrative Business Experience (IBE) <https://www.youtube.com/watch?v=-7Y_Hrl6iRs&feature=youtu.bel<http://faculty.ucmo.edu/ibe/home.html>>
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