I was wondering how others handle the issue of
students who withdraw from a class part way through the semester. Do you
have team maintenance evaluations based on the number of individuals who finish
the class or on the number of individuals who made it part way through the
class? Karla
Hi
again,
I greatly
appreciated all of the feedback last week about RATs and whether or not it
seemed like mine were too difficult. Many thanks.
In considering your
comments, I thought I should also say that I provide the students with a
'Test Blueprint' for each RAT (via Blackboard). It's basically a sheet of
about a dozen or so objectives. It reads... "In order to do well on the
RAT, be sure that you... understand x concept, can distinguish x and y
concepts... understand and can apply x theory, etc. Moreover,
I allow the students to bring in a sheet of handwritten
notes (one side per chapter) to use during the RATs. Do others do similar
(or different) things?
Another
question. Do any of you do 'open book' RATs? I did
that on a whim last week (because I'd forgotten to post the Test Blueprint
until the last minute) and the students had somewhat higher RAT scores
than usual.
Oh, as suggested, I
implemented the '5-min rule' for the RATs. I required all the teams
to wait to start the TRATs (5 min after the first team finished their
IRATs) and it worked quite nicely.
Finally, I did
forestall the student's requests for me to start lecturing before the RATs
and told them that if I did, we wouldn't be able to work as much in class on
application as we do and that that's the most important part of the
class. I even got in the line about "I'd be doing you a disservice if
I started lecturing on what you can read for yourself" in one class.
Karla