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?
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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
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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

"The end of all education should surely be service to others." - Cesar E. Chavez
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