Don, I'm including the same advice as an attachment in case you have formatting problems with the e-mail itself. Incidentally, if anyone else is having the problems that Don has with all the stray characters in the messages form the listserv, PLEASE LET US KNOW so we can get the problem fixed. I'm not at Oklahoma and have a horrible e-mail system but don't have problems. RATs with grad students in short-format classes? I use RATs with grad students (and even in management development workshops) and in condensed-format classes all of fhe time and get virtually NO resistance. Most of the time, students get the course syllabus when they register including the explanation that they will be tested over the first unit ON THE FIRST NIGHT OF CLASS. In fact, the only things that happens before the first RAT are the first 3 recommendations (below): 1) Spend some time explaining why you are using TBL (where the test are primarily formative in nature), how it differs from traditional teaching (i.e., where tests are almost exclusively used for summative assessment--thus, multiple choice exams are NOT a sensible way to test) and what they will get from "investing their time in doing the pre-reading (e.g., IN-class team work, emphasis on applications, etc.). 2) Don't EVER call them quizzes--that's an automatic negative association that you can easily avoid. Use the term Readiness Assessment Tests (good advice for ANY students) to remind them AND YOU that their purpose is to assess whether or not they are ready to move on to the important stuff (What they know is far less important than being able to use it in meaningful ways.) 3) Let them set grade weights. As a standard practice, I require at least a 50% weight within the individual component to be on the final, but will allow them to choose to put up to 100% on the final and 0% on the individual RATs. In 95% of the cases, they will put at least some weight on the individual RATs based on their OWN realization that it makes sense to have incentives for their members to prepare for class so that they won't do poorly on the on the Team RATs. In a handful of cases, I've had them choose a 0% weight for the individual RATs, but it doesn't matter. They actually prepare just as well (based on the scores). Even if they don't "count,", you do need to give the individual RATs, however, need to give the tests because of their importance for insuring individual accountability, peer teaching and building the teams. 4) Use the IF-AT answer sheets. They will love them. In fact, this alone would probably be enough to drop the resistance to near nothing. Larry Larry K. Michaelsen Professor of Management Dockery 400G Central Missouri State University Warrensburg, MO 64093 O: 660 543-4124 F: 660 543-8465 Larry K. Michaelsen Professor of Management Dockery 400G Central Missouri State University Warrensburg, MO 64093 O: 660 543-4124 F: 660 543-8465 >>> "McCormick, Don" <[log in to unmask]> - 2/1/05 5:12 PM >>> Hi All I teach in a system where all courses are held once a week, from 6-10 in the evening, and the classes are only 6 weeks long. Would you recommend 6 RATS or fewer? Also, I plan on giving these to Masters level students who don't usually get much in the way of multiple choice quizzes. They are generally resist them and regard them as inappropriate for graduate level work. They associate multiple choice with undergraduate work. Does anyone have any ideas about how to work with resistance like this? Sincerely, Don McCormick University of Redlands