I follow Marjorie's process. I've noticed that after a few RATs students become much more sophisticated in making their arguments: So if we choose "B" and it is wrong, what would our appeal be based upon? That is exactly the kind of in-depth knowledge I want them to engage in. I give students 24 hours from the start of the RAT to appeal. If they don't have all their teammates cc'd in the email, or if the appeal isn't clear, I tell them I won't read it. E.g. Our team appeals Q. 3 (but doesn't say why B is a better choice than D). My experience is that it is really hard to write good questions and answer options. The appeals give students a way to show how the RATs could be better - one of my goals is to make the questions clear enough that there are no real appealable issues! Sophie Sophie M. Sparrow Professor of Law Franklin Pierce Law Center 2 White Street Concord, NH 03301 603-513-5205 603.225-9647 FAX [log in to unmask] >>> Marjorie Baier <[log in to unmask]> 10/6/2008 11:40 AM >>> Appeals are a selling point for me. The nursing students are competitive and all want A's. They are used to arguing about quiz and exam items, taking up a lot of class time and putting the professor on the spot.. The appeals process defuses the arguing process. I do spend a lot of time on a day after class reading everything and updating the spreadsheets with the grades, but it's time well spent. The appeals process improves my communication with the students. I send messages to each group about why I granted or didn't grant their appeals. Marjorie Baier SIUE School of Nursing Scott Zimmerman wrote: > I always use appeals because it reinforces the idea that the RATs are to > provide feedback on preparedness as opposed to punitive penalties for lack > of effort (which they do anyway). My goal is to get my students back into > the material with a better idea of what they do and do not know. The > appeals provide some "coercion"/reward for them to do that. > > Scott > > On 10/6/08 8:59 AM, "Sibley, Jim" <[log in to unmask]> wrote: > > > According to a survey we did in 2007.....about 75% of all reporting TBL > > practitioners use appeals > > > > With my instructors (22 TBL course offering) only about 25% use > > them...... jim > > > > -----Original Message----- > > From: Team Learning Discussion List [mailto:[log in to unmask]] > > On Behalf Of Christine Kuramoto > > Sent: Sunday, October 05, 2008 11:51 PM > > To: [log in to unmask] > > Subject: skipping appeals > > > > Has anyone out there done TBL without the appeals process? > > > > Christine > > > > -- > > ******* > > Christine Kuramoto, Assistant Professor: Medical English Kyushu > > University, Department of Medical Education Faculty of Medical Sciences > > 3-1-1 Maidashi, Higashi-ku, Fukuoka, 812-8582 Japan > > Phone: (+81)92-642-6186 Fax: (+81)92-642-6188 > > E-mail: [log in to unmask] > > -- > Scott D. Zimmerman, PhD > Biomedical Sciences Department > Missouri State University > Springfield, MO 65897 > (417) 836-6123 > Fax (417) 836-5588