Hi folks,
I do incorporate team work in my genetics tests, but in the opposite order
of the scenario that Francis proposed.
I have the students take their tests in two phases. During the first phase,
they take the entire test as individuals for two hours (one full class
period). Then, during the second phase, the students get into their teams
and I give them one hour to do an 'extension' of one of the previous
problems. Since the second phase is held during the next class period, I
can read over their individual answers before they start, just to make sure
that each team has enough correct in the first phase to move on to the
second phase. If not, I provide a bit of introduction. The individual part
of my test is worth 85 points, while the group part is worth 15. It worked
out really well, and the groups were able to do an extension problem that
was far more complex then I'd ever try with individuals.
As a side note, one of my colleagues teaches a genetics that meets for 3
hours. He gives the students 2 hours for the individual part (if they
finish early, they can go away and then come back), and then 1 hour for the
team part. That seemed to work well, too.
Tammy
On 10/8/08 8:13 PM, "Francis Jones" <[log in to unmask]> wrote:
> Hello fellow TBLers
>
> We have had some excellent discussions here about whether to (and how
> to) assess team work. This is excellent formative assessment - that is,
> measuring to what degree individuals and teams are mastering concepts,
> and working as teams, with results helping both students and instructors
> determine how well the learning is going.
>
> But, I wonder if anyone has incorporated team work into evaluative
> assessments - ie final exams? For example, has anyone included exam
> questions in which students work as teams for a fixed amount of time,
> then go back to their test papers to respond to questions based on work
> done on the spot in teams?
>
> There may be notes in the references but I thought I would poll the
> collective wisdom first.
>
> Cheers, Francis
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