Lane:
One thing to keep in mind: If students are actively participating in the Team, it is possible for all of the individuals to be below 70% while the Team >70%... I have experienced it several times (albeit I have only used TBL twice, last two years running.. in an undergraduate class of about 45-50students, 7-9 teams each year). This is to say, on more than one occasion, all the individuals on a Team earned less than 70% on a RAT (answers collected on a Response system "clicker") while the team earned upwards of 80-90% on the team RAT (team discussion followed by scratching an IFAT form)!
Magic? I don't think so: I believe there is a kind of synergy... a kind of "ecological rationality" ... at work here. Not to make your decision more difficult, but to argue someone earning less that 70% individually did not in some sense contribute to the 80-90% grade is probably not the case...
To me this is more about how much to weight the individual and team efforts... we use a 60% individual, 40% team weighting. The problem you have pointed to has not yet appeared, although I can see where it could happen!
No easy answers here...
Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska-Lincoln
Lincoln, NE 68583-0922
USA
Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1-402-472-8281 Cell: 1-402-430-3100
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<graycol.gif>"Brunner, Lane J" ---07/24/2009 09:30:34 AM---Hi folks-
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Student progression with TBL |
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Hi folks-
We are refining our progression policy for our new school and would appreciate some wisdom from the group. We are following the traditional TBL model with respect to grading where about 35% of a student’s grade is based on the team’s work (tRATs, application exercises) and 65% is based on the student’s individual work (iRATs, exams, peer evaluation). Assume that the expectations of the faculty and logistics of the course are “perfect” and that the only variable is student and team performance.
Assume for the sake of this discussion on progression that a student must receive a course grade of 70% to pass a class and progress in the program (i.e. 70% is the minimum acceptable level of mastery/competency). While it may be unlikely, mathematically, a student can receive a “passing” grade (>70%) in the course yet as an individual, earn less than 70%. Thus, the student as an individual would not have achieved the minimum level of competency but “passed” because of the team’s effort.
This situation could occur if you have accidentally formed a team of weakly performing individuals who, as a team, barely achieve the minimum competency of 70%. For example, the team averages 75%, but one of the individuals scores below 70% on each individual assessment (iRATs, exams, and peer evaluations). This hypothetical student’s course grade may be just above 70%, but their individual performance demonstrates a lack of competency.
Okay…I hope all that made sense! Now for a few questions.
1. Have any of you experienced such a scenario in one of your TBL courses?
2. Do you have progression policies in place to address such a possibility?
3. If you have a progression policy that may work, would you be willing to share it?
4. If you don’t have a progression policy that would apply, what wisdom could you offer us?
Thanks everyone!
Lane
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Lane J. Brunner, R.Ph., Ph.D.
Dean, School of Pharmacy
Rueckert-Hartman College for Health Professions
Regis University
3333 Regis Boulevard, H-28
Denver, CO 80221-1099
Phone: (303) 625-1300
Fax: (303) 625-1305
Regis University School of Pharmacy