Don,
Here is the language I typically use on TBL syllabi. Much of it is derived
from syllabi Larry Michaelsen uses on his syllabi.
-Derek
Individual Readiness Assurance Tests – I-RATs. These will be six short,
T/F and multiple choice quizzes known as Readiness Assessment Tests (one
RAT for each unit ). Failure of a student to complete a quiz on a Scantron
form will result in “0” points for that quiz.
Team Readiness Assurance Tests – T-RATs. After the individual RATs
(I-RATs) are completed, each team will then complete the same RAT. Each
team member receives the same Team RAT score. If you miss a T-RAT you will
receive no points for that T-RAT. You may only make up missed I-RATs, with
my approval.
NOTE: Your individual grade from all group projects will be the simple
average of two grades: your group’s grade and your individual-contribution
grade. If you receive below a C+ (77%) on your individual-contribution
grade, then your individual grade on the group projects will only be your
individual-contribution grade. For example, if your group’s grade is 90
and your individual-contribution grade is 94, then your individual grade
will be 92. However, if your group’s grade is 90 and your individual grade
is 70 (below a C+), then your individual project grade will be 70.
Your group’s grade depends on how well your group performs each of the
projects detailed below. Your individual-contribution grade depends on how
much you contribute to your group project. To determine your
individual-contribution, I will observe you throughout the semester, and at
the end of the semester I will ask each group member to evaluate all other
group member contributions. Individual accountability is critical to team
success.
Feedback/Peer Group Evaluation Procedures – Each team will develop an
instrument and WRITTEN procedures for providing performance feedback to
team members. It should be designed to foster individual growth and
learning, while enhancing a team’s overall effectiveness. Criteria must be
SPECIFIC so that individual group members know how to change to become more
effective team members. Team members will evaluate each other numerous
times during the semester. . Refer to description later in this syllabus
for additional specific details.
CLASS ORGANIZATION
This class will be organized into small learning teams. The majority of
class time and several of the graded assignments will involve work in these
teams. Class activities will include team quizzes (readiness assessment
tests), structured exercises, and workshops designed and managed by the
teams. All team members will receive the same score on team exams and
projects.
SETTING GRADE WEIGHTS
The final syllabus will be provided after the grade weights have been
determined by class members.
The percentage of the grade that will be determined by scores in each of
the major performance areas (individual performance, group performance, and
group maintenance) will be designated by representatives of student work
teams.
These representatives will also decide on the relative weight of the
assignments within the three performance areas. Grade weights will be set
for the class as follows:
Groups set preliminary weights for each area and select a member to meet
with other groups’ representatives.
The representatives will meet in the center of the room and develop a
consensus (i.e., each representative has to be in agreement) about the
grade weights for the class as a whole.
(Note: The only limitations on grade weights are that: (1) at least 30% of
the individual performance grade must be determined by the final exam, (2)
a minimum of 10% must be assigned to each major performance area, and (3)
a maximum of 20% may be assigned to the helping behavior performance area).
Setting Grade Weights
The percentage of the grade that will be determined by scores in each of
the major performance areas (individual performance, group performance, and
group maintenance) will be designated by representatives of student work
teams. These representatives will also decide on the relative weight of
the assignments within the three performance areas. Grade weights will be
set for the class as follows: Groups set preliminary weights for each area
and select a member to meet with other groups’ representatives. The
representatives will meet in the center of the room and develop a consensus
(i.e., each representative has to be in agreement) about the grade weights
for the class as a whole. (Note: The only limitations on grade weights are
that: (1) at least 30% of the individual performance grade must be
determined by the final exam, (2) a minimum of 10% must be assigned to each
major performance area, and (3) a maximum of 20% may be assigned to the
helping behavior performance area).
BELOW ARE THE GRADE WEIGHTS TO WHICH THE CLASS AGREED:
Grade Weights % within
category % of total grade
Individual Performance
Individual Readiness Assessment Tests 12.5%
BRIEF Research Article Critique 12.5%
Popular Press Book Report/Critique 15.0%
Written Term Project 15.0%
Term Project Presentation 15.0%
Comprehensive Final Exam 30.0%
100
% 35.0%
Team Performance
Team Readiness Assessment Tests 25.0%
Peer Evaluation Procedures and Criteria 25.0%
Theory Presentation and Comparison 20.0%
(includes one page theory summary)
Creative Team Training Manual & Workshop 30.0%
100
% 45.0%
Helping Behavior
(Evaluated by Instructor &
Peers) 100 % 20.0%
100
%
PEER EVALUATION PROCEDURES AND CRITERIA/FEEDBACK
INSTRUCTIONS: Develop a system for providing performance feedback to the
members of your team. This system should include:
1. A statement of the objective(s) that you intend to achieve.
2. A description of how you intend to collect the data on which the
feedback will be based. Be sure to include copies of any data collection
instrument(s) you intend to use.
3. A description of the feedback process you intend to use. Please
specify: a) when feedback will be given (2-16, 3/1; 4/5; 4/26); and b) who
will give it.
4. An assessment of the difficulties that you are likely to encounter in
implementing your performance feedback system and how those difficulties
will be overcome.
5. A form on which you will evaluate each other’s performance.
6. Enough forms for each team member to use during pre-determined
evaluation days. (Save this until your document and form have been graded
in case you are required to make changes to the form).
NOTE: Parts 1-5 should be submitted in written form (e.g., a narrative
report that details specific procedures and criteria you will be using to
evaluate one another's contributions to the team and overall attitude
towards helping to achieve team goals). Part 6 is the actual evaluation
form that will be used by the team.
GRADING: The performance feedback systems will be evaluated using the
following criteria:
1. Is the group collecting data they will need to support the achievement
of their objective(s)?
2. Will the procedures they intend to use support the achievement of their
objective(s)?
3. Are the procedures they intend to use practical (i.e., can they be
implemented effectively given the specific situation in which they will be
used)?
4. Have they accurately anticipated the problems they are likely to
encounter in implementing their performance feedback system and provided a
mechanism for prevention of these problems?
===========================================================
At 02:08 AM 2/4/2005, Don McCormick wrote:
>Hi Team Based Learning Folk
>
>What language do you use to explain Readiness Assessments and TBL in your
>syllabus? Do you have long or short descriptions? Would some of you feel
>comfortable sharing some of the exact language you use?
>
>Your ever curious colleague,
>
>- Don
>-------
>Don McCormick, Associate Professor
>University of Redlands School of Business
>1200 E. Colton Avenue, Redlands, CA 92373-0999
>(909) 748-6249 [log in to unmask]
><http://newton.uor.edu/FacultyFolder/DMcCormick>http://newton.uor.edu/FacultyFolder/DMcCormick
>
>
>"The end of all education should surely be service to others." - Cesar E.
>Chavez
></blockquote></x-html>