We have generally graded the applications, but I would appreciate a continued dialogue about the pros and cons for doing so.
The points/grades certainly motivate the students to really think harder and work harder on getting the answers (both initially and in an appeal). I would fear that not grading would lose they intensity of thought and work on the applications. I know it could be facilitated in the discussion - but it would not necessarily involve all students - just those willing to debate. It might be less of a team effort, who cares about their points - but just let "Mikey" answer - he always knows.
That said; however, there are times were faculty would really appreciate the loss of intensity of the arguments for points. Sometimes students seem to be arguing only for points not for learning.
This may be a bit off-topic, but along with this debate of grading, our Faculty tell me it hard to make MCQ type applications (to use the simultaneous card report). Partially, I think they are more used writing t/f, factual type questions - not higher order problem solving questions (you know - which of the following is true, all are true except, which is false? etc.) So, rightfully so, they feel those types of questions do not lend themselves to as much critical thinking.
When we use the more open-ended options like list the top 3 reasons, explain in 20 words or less, draw a diagram: faculty believe thinking is enhanced, but that leads to the problem that simultaneous report and scoring is more difficult. Plus, it take much more class time for the sharing of ideas/thoughts.
So we are always trying to balance class time, ease of administration, ease of grading with critical thinking.
And, in some past discussions, I recall someone writing that if they don't grade applications sometimes the students leave - don't participate - which defeats the learning purpose.
I'm inclined to keep the grading, continue to work with faculty to improve the quality of their question writing skills, and balance time (some of the open ended sessions went on for hours - exhausting for everyone concerned), but I'm not certain what we would lose if we didn't grade application? Thoughts?
Sandy
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Sandy Cook, PhD
Associate Dean for Curriculum Development
Duke/NUS Graduate School of Medicine
-----Original Message-----
From: Team Learning Discussion List on behalf of Sibley, Jim
Sent: Sun 9/21/2008 3:23 AM
To: [log in to unmask]
Subject: Re: Grading team exercises
Hi Kent
Some instructor do not grade team exercises....some do
If your activities uses a team worksheet....i.e a series of activities and choices....then you can have the team provide some short rationale for their decisions....might just mark that they did it....not specifically the quality of the thinking....hopefully any variables in quality are addressed in reporting discussion
Some people do the reflective kind of "one minute paper" with a question like maybe "what is the most importnat thing you learned?".....again you might just checked that it is done....not specifically the quality
I have one instructor who does this kind of thing....but only looks at them if a student with 79....comes at course end and wants 80
In a lot of our courses....the activities are ungraded
Hope that helps
Jim Sibley
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
604-822-9241
-----Original Message-----
From: Team Learning Discussion List on behalf of Kent Fisher
Sent: Sat 20/09/2008 11:40 AM
To: [log in to unmask]
Subject: Grading team exercises
From reading books and articles, and some of the archives here, it's
apparent that some instructors don't grade team application exercises. For
those who do: how do you grade them? I'm thinking of both the "one-topic"
exercises that ask teams to make a choice from a list of options, then
defend their choice in the general class discussion. Is the choice graded?
That seems to be against the spirit of TBL, somehow. Is the defense graded,
instead? Something else? I'm mystified.
The integrative exercises seem more grade-able to me, since there is more
likely to be some team "product" to evaluate. Does anyone have any example
they can share with me?
Regards,
Kent Fisher
Columbus State Community College