Another suggestion to add on:
When the students do an end-of-unit assessment, does it assess
their application skills?
If the RATs show when students are ready to move on to working
on applications,
and if applications are the important part of the course
learning,
then end-of-unit assessments where they show evidence of their application
skills will reward those who stayed to work on their application skills in
class.
The first end-of-unit assessment can be very instructive about what they need
to “practice” to be ready for their assessments. Hopefully, fewer
of them will choose to “go out for ice cream” after the RATS.
Kathy
kathy ross
instructional technologist
center for teaching, learning, and assessment
indiana university kokomo
2300 s washington
kokomo, in 46904-9003
765.455.9392
From: Team Learning
Discussion List [mailto:[log in to unmask]] On Behalf Of Kubitz,
Karla
Sent: Monday, July 21, 2008 3:10 PM
To: [log in to unmask]
Subject: Advice?
Hi
all,
You've
probably seen an e-mail or two from me about my Friday afternoon (1-3:40pm)
class. I'd had trouble with them leaving after the RATs. Anyway,
I'd like to ask for some advice. I'm considering two options related to
that class. The first would be to continue as it's presently set up...
RATs, followed by minilecture, followed by application exercises all in one
afternoon. I have 9 RATs. I also have 3 classes w/o RATs that are
for integrative application exercises. It takes the whole class period
for those. The change would be that I'd put some points on the
application exercises (where I didn't before). The other option is to
restructure... fewer RATs (maybe 6), bit longer reading assignments, bit longer
RATs (they were 12 questions) and then give more integrative assignments on the
other days and give points for those. Any suggestions will be
appreciated. Karla
Karla Kubitz, Ph.D., FACSM
Department of Kinesiology
Towson University
8000 York Rd
Towson, MD 21252
410-704-3168 (ph)
410-704-3912 (fax)