All,
Thanks for the great discussion around the topic of formative vs summative assessments and weighting of various TBL components. I wanted to share some related work that we've recently done in this area, in case it's of interest to the group...
In short, we recently conducted a 2x2 crossover study in which students were randomized to either a graded or ungraded iRAT at the start of the semester. At the midpoint in the course, students crossed over to the other grading condition. We found a modest reduction in iRAT scores in the ungraded group (72% vs 68%' p = 0.011), no difference in examination performance, no difference in tRAT scores, and no difference in students' achievement goals. We've submitted our results for publication but are waiting on peer review -- I've attached a poster of our findings as well as the drafted manuscript in case you're interested in reading more.
FWIW, we did explore students' self-reported study time and found no difference when the iRAT was graded versus ungraded. We did, however, find that students in the ungraded condition spent ~20% less time taking the iRAT -- whether that is because they were less prepared and just selected an answer or simply didn't have enough "stake" in the game, I don't know.
I'll also state that these findings should be interpreted cautiously within other educational contexts. For example, ungraded iRATs in an undergraduate course are likely to produce very different results. I even argue that if we were to perform the same study in first year pharmacy student (as opposed to second or third year) that the results would likely be different. It's a very nuanced discussion!
Zachary Noel, PharmD, PhD, BCCP
Teaching Associate Professor
University of North Carolina Eshelman School of Pharmacy
Need to meet? Book a meeting here<[log in to unmask]" target="_blank">https:[log in to unmask]>.
________________________________
From: Team-Based Learning <[log in to unmask]> on behalf of TEAMLEARNING-L automatic digest system <[log in to unmask]>
Sent: Friday, November 3, 2023 3:00 AM
To: [log in to unmask] <[log in to unmask]>
Subject: TEAMLEARNING-L Digest - 1 Nov 2023 to 2 Nov 2023 (#2023-47)
There are 2 messages totaling 2673 lines in this issue.
Topics of the day:
1. Application exercices
2. Fwd: Application exercices
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Date: Thu, 2 Nov 2023 09:16:32 +0000
From: Steve Cayzer <[log in to unmask]>
Subject: Re: Application exercices
This inspired me to consider a small piece of research – I have the perfect setup of the same cohort studying 2 TBL courses, one with formative RATS/application exercises, one with summative. So a ‘compare and contrast’ should be interesting.
If anyone is interested in this, or has experience and/or wisdom to share, please do get in touch
Bw
Steve
From: Team-Based Learning <[log in to unmask]> On Behalf Of Neil Haave
Sent: 27 October 2023 02:13
To: [log in to unmask]
Subject: Re: Application exercices
CAUTION: This email came from outside of the University. To keep your account safe, only click on links and open attachments if you know the person who sent the email, or you expected to receive this communication.
Hi Charles,
I used to think this way, also until I read this book with our SoTL Journal Club last year:
Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It Can Transform Schools and Classrooms<https://gradingforequity.org/>
In that book, Feldman argues persuasively that formative assignments should not count toward students' final grade if we are encouraging students to take risks test-driving their learning. I haven't made the TBL components zero as he would argue, but it certainly made me rethink that formative assignments should not be weighted highly toward students' final grades.
The book is worth reading. It really pushed me to think about my assumptions around assessment and grading in the context of equity.
Cheers,
Neil
NEIL HAAVE, PhD
Professor
he/him
UNIVERSITY OF ALBERTA
Department of Science
Augustana Faculty
Science Wing, Classroom Building
Camrose, AB Canada T4V 2R3
T 780.679.1506
[University of Alberta Logo]<https://www.ualberta.ca/index.html>
The University of Alberta respectfully acknowledges
that we are situated on Treaty 6 territory, traditional
lands of First Nations and Métis people.
[Twitter]<https://twitter.com/nhaave> [LinkedIn] <https://www.linkedin.com/in/neilhaave> [Orchid] <https://orcid.org/0000-0003-4571-5424>
[A button with "Hear my name" text for name playback in email signature]<https://www.name-coach.com/neil-haave>
On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <[log in to unmask]<mailto:[log in to unmask]>> wrote:
To Genevieve and others,
For those of you who are grading the IRAT/GRAT as a very low percentage of the final grade, I assume you are doing so to try and minimize stress and make sessiona more formative and less summative in nature. Some of you may not have much leverage as the University/school may require you to weigh the summative or final exams higher than the TBL ‘tests’ (and thus make them much higher stakes).
I would encourage you think of this a bit differently if possible. Since, TBL requires students to come to class prepared and having gone through the pre-reading materials thoroughly, than the assessment should be weighted sufficiently. If you want students to spend valuable time working with each other on complex topics, and you want them to be held accountable for their learning but also be rewarded for all the work they do, than increasing the weightage of the tests is a really good idea. One question you may wish to ask is, “how much time are students spending on these activities” and “are we weighing the TBL session exams to reflect this’”?
In a previous organization I worked for (medical) we weighed TBL sessions (the IRAT/GRAT and Application) quite high as a total percentage of the entire course (sorry do not remember the exact percentage). TBL demands a large amount of work and measures so much (critical thinking, feedback, knowledge, communication skills, etc.). Why not value all of this by ensuring that they are given lots of credit for doing this work. Also, if you think (and I suspect, we all do) that TBL is a rewarding but also powerful tool for student learning, then a larger weighting of this outcome, only seems natural.
I know this is complicated by the number of total sessions that your course has, the number of external exams students take, and other types of assessments students may take in any given course.
Thanks,
Charles
[cid:image001.jpg@01DA0D62.29179B60]<https://mdschool.tcu.edu/>
CHARLES GULLO, PHD
Assistant Dean of Faculty Development
Associate Professor – Medical Education
TCU BOX 297085
FORT WORTH, TX 76129
(o) 817- 257 - 8447
[log in to unmask]<mailto:[log in to unmask]>
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
Sent: Wednesday, October 25, 2023 8:39 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Application exercices
[EXTERNAL EMAIL WARNING] DO NOT CLICK LINKS or open attachments unless you recognize the sender and know the content is safe.
Thank you all the answer. It helps!
Last question (for the moment 😉
IRAT + TRAT = what is the weight of those tests in the final grade of your students?
For exemple, for us:
Final grade:
90% is the final exam of the course
10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14 tests).
I am curious to know what others are doing.
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie
Directrice du programme de néphrologie pédiatrique
Département de pédiatrie
CHU Sainte-Justine, Université de Montréal
________________________________
De : Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> de la part de John Gotwals <[log in to unmask]<mailto:[log in to unmask]>>
Envoyé : 24 octobre 2023 21:48
À : [log in to unmask]<mailto:[log in to unmask]> <[log in to unmask]<mailto:[log in to unmask]>>
Objet : Re: Application exercices
Avertissement automatisé : Ce courriel provient de l'extérieur de votre organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne reconnaissez pas l'expéditeur.
If it's a case study that applies across a decent portion of the module, I sometimes include it as a prework item (and, as a result, of the iRAT and tRAT as well)...
John
On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Genevieve,
I have had the same issue with longer scenarios or video-based activities. I decided to send out the scenario or video, but not the questions, before the activity. That way, students who want to review the scenario or watch the video in advance may do so, but they cannot work on the questions before class.
Hope that helps,
Brenda
Brenda Vogel, Ph.D.
Professor, School of Criminology, Criminal Justice, & Emergency Management
NCAA Faculty Athletics Representative
Long Beach State University
1250 Bellflower Blvd.
Long Beach, CA 90840
Office: ET246
Email: [log in to unmask]<mailto:[log in to unmask]>
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
Sent: Tuesday, October 24, 2023 4:36 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Application exercices
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Hi all,
I got a question from a teacher. He was wondering if he could send the application exercise (in our field, it is a 2 pages clinical problem) to the students before the TBL session.
The reason he asked if that he found that students are spending to much time reading the clinical scenario during the TBL session; he thought that if students have already done the reading of the clinical scenario at home, they will have more time to focus on the questions of this appplication exercise in class and more time for discussion in class.
My first answer would be to suggest not sending the clinical scenario before the class; I suppose some students will already work on it at home and therefore there may be less intra-team/debate in class about the application exercise.
What are your thoughts? Any experience on this?
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie
Directrice du programme de néphrologie pédiatrique
Département de pédiatrie
CHU Sainte-Justine, Université de Montréal
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------------------------------
Date: Thu, 2 Nov 2023 15:43:42 -0500
From: Larry Michaelsen <[log in to unmask]>
Subject: Fwd: Application exercices
*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
email: [log in to unmask]
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org<http://www.teambasedlearning.org>>
*******************************
---------- Forwarded message ---------
From: Larry Michaelsen <[log in to unmask]>
Date: Thu, Nov 2, 2023 at 3:41 PM
Subject: Re: Application exercices
To: Neil Haave <[log in to unmask]>
*******************************
Larry K. Michaelsen, Creator of Team-Based Learning (TBL);
Emeritus Professor of Management
44 NW 400th Road
Warrensburg, MO 64093
USA
cell phone: +1 (660) 624-4487
email: [log in to unmask]
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org<http://www.teambasedlearning.org>>
*******************************
On Thu, Oct 26, 2023 at 8:14 PM Neil Haave <
[log in to unmask]> wrote:
> Hi Charles,
>
> I used to think this way, also until I read this book with our SoTL
> Journal Club last year:
>
> Joe Feldman.; Grading for Equity : What It Is, Why It Matters, and How It
> Can Transform Schools and Classrooms <https://gradingforequity.org/>
>
> In that book, Feldman argues persuasively that formative assignments
> should not count toward students' final grade if we are encouraging
> students to take risks test-driving their learning. I haven't made the TBL
> components zero as he would argue, but it certainly made me rethink that
> formative assignments should not be weighted highly toward students' final
> grades.
>
> The book is worth reading. It really pushed me to think about my
> assumptions around assessment and grading in the context of equity.
>
> Cheers,
>
> Neil
>
> NEIL HAAVE, PhD
> Professor
>
> *he/him*
>
> UNIVERSITY OF ALBERTA
>
> Department of Science
> Augustana Faculty
>
> Science Wing, Classroom Building
> Camrose, AB Canada T4V 2R3
> T 780.679.1506
>
> [image: University of Alberta Logo] <https://www.ualberta.ca/index.html>
>
> The University of Alberta respectfully acknowledges
> that we are situated on Treaty 6 territory, traditional
> lands of First Nations and Métis people.
>
> [image: Twitter] <https://twitter.com/nhaave> [image: LinkedIn]
> <https://www.linkedin.com/in/neilhaave> [image: Orchid]
> <https://orcid.org/0000-0003-4571-5424>
> [image: A button with "Hear my name" text for name playback in email
> signature] <https://www.name-coach.com/neil-haave>
>
>
>
> On Thu, Oct 26, 2023 at 6:59 PM Gullo, Charles <
> [log in to unmask]> wrote:
>
>> To Genevieve and others,
>>
>>
>>
>> For those of you who are grading the IRAT/GRAT as a very low percentage
>> of the final grade, I assume you are doing so to try and minimize stress
>> and make sessiona more formative and less summative in nature. Some of you
>> may not have much leverage as the University/school may require you to
>> weigh the summative or final exams higher than the TBL ‘tests’ (and thus
>> make them much higher stakes).
>>
>>
>>
>> I would encourage you think of this a bit differently if possible. Since,
>> TBL requires students to come to class prepared and having gone through the
>> pre-reading materials thoroughly, than the assessment should be weighted
>> sufficiently. If you want students to spend valuable time working with
>> each other on complex topics, and you want them to be held accountable for
>> their learning but also be rewarded for all the work they do, than
>> increasing the weightage of the tests is a really good idea. One question
>> you may wish to ask is, “how much time are students spending on these
>> activities” and “are we weighing the TBL session exams to reflect this’”?
>>
>>
>>
>> In a previous organization I worked for (medical) we weighed TBL sessions
>> (the IRAT/GRAT and Application) quite high as a total percentage of the
>> entire course (sorry do not remember the exact percentage). TBL demands a
>> large amount of work and measures so much (critical thinking, feedback,
>> knowledge, communication skills, etc.). Why not value all of this by
>> ensuring that they are given lots of credit for doing this work. Also, if
>> you think (and I suspect, we all do) that TBL is a rewarding but also
>> powerful tool for student learning, then a larger weighting of this
>> outcome, only seems natural.
>>
>>
>>
>> I know this is complicated by the number of total sessions that your
>> course has, the number of external exams students take, and other types of
>> assessments students may take in any given course.
>>
>>
>>
>> Thanks,
>>
>> Charles
>>
>>
>>
>> <https://mdschool.tcu.edu/>
>>
>>
>>
>> *CHARLES GULLO, PHD*
>>
>> Assistant Dean of Faculty Development
>>
>> Associate Professor – Medical Education
>>
>> TCU BOX 297085
>>
>> FORT WORTH, TX 76129
>>
>> (o) 817- 257 - 8447
>>
>> *[log in to unmask] <[log in to unmask]>*
>>
>>
>>
>>
>>
>>
>>
>> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
>> Benoit (MED)
>> *Sent:* Wednesday, October 25, 2023 8:39 PM
>> *To:* [log in to unmask]
>> *Subject:* Re: Application exercices
>>
>>
>>
>> *[EXTERNAL EMAIL WARNING]* DO NOT CLICK LINKS or open attachments unless
>> you recognize the sender and know the content is safe.
>>
>> Thank you all the answer. It helps!
>>
>>
>>
>> Last question (for the moment 😉
>>
>>
>>
>> IRAT + TRAT = what is the weight of those tests in the final grade of
>> your students?
>>
>>
>>
>> For exemple, for us:
>>
>>
>>
>> Final grade:
>>
>>
>>
>> 90% is the final exam of the course
>>
>> 10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14
>> tests).
>>
>>
>>
>> I am curious to know what others are doing.
>>
>>
>>
>> Best regards,
>>
>>
>>
>> Geneviève
>>
>>
>>
>>
>>
>>
>>
>> *Geneviève Benoit*
>>
>>
>>
>> Professeur agrégé de clinique, Service de néphrologie
>>
>> Directrice du programme de néphrologie pédiatrique
>>
>> Département de pédiatrie
>>
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>>
>>
>> ------------------------------
>>
>> *De :* Team-Based Learning <[log in to unmask]> de la part de
>> John Gotwals <[log in to unmask]>
>> *Envoyé :* 24 octobre 2023 21:48
>> *À :* [log in to unmask] <[log in to unmask]>
>> *Objet :* Re: Application exercices
>>
>>
>>
>>
>>
>> *Avertissement automatisé :** Ce courriel provient de l'extérieur de
>> votre organisation. Ne cliquez pas sur les liens et les pièces jointes si
>> vous ne reconnaissez pas l'expéditeur.*
>>
>>
>>
>> If it's a case study that applies across a decent portion of the module,
>> I sometimes include it as a prework item (and, as a result, of the iRAT and
>> tRAT as well)...
>>
>>
>>
>> John
>>
>>
>>
>> On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <
>> [log in to unmask]> wrote:
>>
>> Hi Genevieve,
>>
>>
>>
>> I have had the same issue with longer scenarios or video-based
>> activities. I decided to send out the scenario or video, but not the
>> questions, before the activity. That way, students who want to review the
>> scenario or watch the video in advance may do so, but they cannot work on
>> the questions before class.
>>
>>
>>
>> Hope that helps,
>>
>>
>>
>> Brenda
>>
>>
>>
>> Brenda Vogel, Ph.D.
>>
>> Professor, School of Criminology, Criminal Justice, & Emergency Management
>>
>> NCAA Faculty Athletics Representative
>>
>> Long Beach State University
>>
>> 1250 Bellflower Blvd.
>>
>> Long Beach, CA 90840
>>
>> Office: ET246
>>
>> Email: [log in to unmask]
>>
>>
>>
>> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Geneviève
>> Benoit (MED)
>> *Sent:* Tuesday, October 24, 2023 4:36 PM
>> *To:* [log in to unmask]
>> *Subject:* Application exercices
>>
>>
>>
>> You don't often get email from
>> [log in to unmask] Learn why this is important
>> <https://urldefense.com/v3/__https:/aka.ms/LearnAboutSenderIdentification__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kmmXfo9A$>
>>
>> CAUTION: This email was sent from an external source.
>>
>>
>>
>> Hi all,
>>
>>
>>
>> I got a question from a teacher. He was wondering if he could send the
>> application exercise (in our field, it is a 2 pages clinical problem) to
>> the students before the TBL session.
>>
>>
>>
>> The reason he asked if that he found that students are spending to much
>> time reading the clinical scenario during the TBL session; he thought that
>> if students have already done the reading of the clinical scenario at home,
>> they will have more time to focus on the questions of this appplication
>> exercise in class and more time for discussion in class.
>>
>>
>>
>> My first answer would be to suggest not sending the clinical scenario
>> before the class; I suppose some students will already work on it at home
>> and therefore there may be less intra-team/debate in class about the
>> application exercise.
>>
>>
>>
>> What are your thoughts? Any experience on this?
>>
>>
>>
>> Best regards,
>>
>>
>>
>> Geneviève
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> *Geneviève Benoit*
>>
>>
>>
>> Professeur agrégé de clinique, Service de néphrologie
>>
>> Directrice du programme de néphrologie pédiatrique
>>
>> Département de pédiatrie
>>
>> CHU Sainte-Justine, Université de Montréal
>>
>>
>>
>>
>> ------------------------------
>>
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>> John K. Gotwals, Ph.D.
>> <https://urldefense.com/v3/__https:/www.lakeheadu.ca/users/G/jgotwals/node/17457__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6ksQIP0V1$>
>> (he/him)
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>> School of Kinesiology
>> <https://urldefense.com/v3/__http:/kinesiology.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kqMW6eBu$>
>> Lakehead University
>> <https://urldefense.com/v3/__https:/www.lakeheadu.ca/__;!!K6Z8K8YTIA!H_hXfAzGmYWoq2eQRzibLrydixcCWKp7Em96MdrAMSmSG_wsiv7xJ3VBbowgX6f34cMWRC5orptsIY9MV42HkzC6kiLKScgs$>
>> 955 Oliver Rd.
>> Thunder Bay, Ontario P7B 5E1
>> Canada
>> phone: 807 343-8010 ext 7952
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>> [image: Image removed by sender.]
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>> *Lakehead University resides on the traditional territory of the Fort
>> William First Nation and the Ojibwe, Odawa, and Pottawatomi nations,
>> collectively known as the Three Fires Confederacy. I am grateful for the
>> opportunity to base my work out of that territory. *
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