I am a new user of TBL this semester, and this is my first post to the list.
My thanks to Larry Michaelson whom I had the opportunity to hear at both the
Academy of Business Education meeting Sep 2002, and the Organizational
Behavior Teaching Conference June 2003.  My thanks also to Dee Fink, who
introduced the concept to me at a workshop in January 1995 at Radford
University (where I was previously located).

I have read through much of the Team-Based Learning (2002) book.  Initially
I didn't think I would want to try TBL until Spring semester, due to the
fact that I am teaching four classes this semester, and all of them are
either new, or have signficant changes to them.  However, I ended up with my
evening section of Business Policy having only seven students in it.
Although I realize that having only one team in a class in not ideal for
TBL, the students appeared to have above-average motivation, and I
considered that it was too good an opportunity to pass up for a pilot try at
TBL.

I consider that the class has gone rather well so far.  The class has had
one Readiness Assistance Phase individual/team quiz.  The class average on
the individual quiz was only 2% less than my that of the daytime Business
Policy class on its first quiz, even though those students had already
covered the material.

I think I understand the basic concepts fairly well.  However, I am still
unclear as to how I should handle the Assessment phase.  This phase is
addressed on page 11 of Team-Based Learning, but only very briefly.

Would someone please provide me some guidance as to what I should do at this
stage?  Is a mid-term exam and final exam appropriate?  Or should an exam be
tailored only to the particular body of material?  Or should the assessment
be something other than an exam?  Or what?

Bob
Robert A. Herring III, Ph.D.
Associate Professor of Management
School of Business and Economics
CB-19372
Winston-Salem State University
Winston-Salem NC 27110

Phone: 336-750-2288/2330
Fax: 336-750-2335
E-Mail: [log in to unmask]
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