Thanks, Neal, for the quick response. I guess of my issues is I've never
been able to whittle down to the "essentials". There are usually several
things I want them to know (and to comply with departmental and state
objectives). For example, I need them to know the 7 perspectives of
psychology because for the application exercise they need to pick the one
that best fits the situation presented. In my mind, they need at least one
question related to each perspective and then maybe even more for the
nuance. I try to combine some in an item but it doesn't always address
what I think I need. I have also seen warnings against too many RAPs so I'm
trying to watch that. However, I am now more intrigued with the mini RAP.
Can 5 items adequately address the 7 perspectives?
On Fri, Feb 4, 2022 at 5:47 PM Carter, Neal <[log in to unmask]> wrote:
> Herb,
>
> I have done 5-question Readiness Assessments (I avoid calling them tests
> or quizzes for the same reason you call them quizzes), and they worked
> fine. The big issue is your objective. RAs are to demonstrate they are
> ready to move forward. 25-30 does seem quite long.
>
> What are the essential things for them to know before they embark on the
> applications?
>
> I think if you limit yourself to between 5 and 10 questions, you will
> probably ask better questions and sharpen students’ focus on essential
> issues.
>
> You need to consider the needs of the class as well as factors such as
> schedules. Does the exercise align with your learning objectives?
>
>
>
> Best,
>
> Neal Carter
>
> Professor of Political Science
>
> Brigham Young University—Idaho
>
> (Team-Based Learning Collaborative Certified TBL Practitioner)
>
>
>
>
>
> *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Herbert
> Coleman
> *Sent:* Friday, February 04, 2022 2:26 PM
> *To:* [log in to unmask]
> *Subject:* Mini RAP?
>
>
>
> So I just responded to my student evals from the fall. As usual, the more
> vocal students railed against the RAP. Even though we spent two weeks
> going over the syllabus and I explained the rationale for both the RAP and
> formative assessment, they still questioned the testing before lecturing
> (btw I do provide a brief study guide with instructions like "be able to
> tell the difference between...").
>
>
>
> I explain the rationale to the powers that be and the students even parrot
> that I don't lecture over what they already know. In the spirit of
> academic freedom, I feel I have cover.
>
>
>
> I was thinking the other day about another idea. So first let me say that
> my IRQ/TRQ's (i label them quizzes to try to reduce the tension) are prolly
> too long. I have reduced some to 20 items but 25-30 is my norm. I'm
> totally convinced 30 is too long because they barely finish in a
> single class period.
>
>
>
> For some reason, during the last RAP, I flashed on the idea of a mini
> RAP. What if the IRQ/TRQ was only 5 questions? the individual would take
> less than 10 min. The team would take less than 30 min. including
> appeals. I could review and even do a mini Application Exercise within the
> class period. This might be one way to go in deep on a particular topic.
> Has anyone tried something similar? I have when I did workshops for
> faculty on TBL but I haven't with a regular class. Any thoughts?
>
>
>
> --
>
>
> Herb Coleman, Ph.D
> Adjunct Professor of Psychology and Student Development
> *RETIRED-*-Dir. Campus Technology Services
> Austin Community College
> [log in to unmask]
> (512) 223-1790 ext. 22162
>
> ************************************************************************************************************
>
> “Keep working, keep striving, never give up. Fall down 7 times get up 8.
>
> Without commitment, you’ll never start. But more importantly, without
> consistency, you’ll never finish.
>
> Ease is a greater threat to progress than hardship. So, keep moving, keep
> growing, keep learning.
>
> See you at work.
>
>
> *” ― Denzel Washington, *
> ************************************************************************************************************
>
>
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>
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--
Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
*RETIRED-*-Dir. Campus Technology Services
Austin Community College
[log in to unmask]
(512) 223-1790 ext. 22162
************************************************************************************************************
“Keep working, keep striving, never give up. Fall down 7 times get up 8.
Without commitment, you’ll never start. But more importantly, without
consistency, you’ll never finish.
Ease is a greater threat to progress than hardship. So, keep moving, keep
growing, keep learning.
See you at work.
*”― Denzel Washington,*
************************************************************************************************************
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