My instinct would be team appeals only Otherwise the bully personality might not get dampened, convinced, negotiated with The teams are trying to arrive at a shared negotiated understanding of the material.....individual appeals might undermine this Jim Sibley Sorry for brief message -sent from my iPad On 2010-09-01, at 9:55 AM, "Sweet, Michael S" <[log in to unmask]> wrote: > My initial thought is that if you're giving out grades, there should be a BEST answer. > > Perhaps cases of varying quality can be made for others, but there should be a BEST answer. If two answers truly are equally good, then--yeah--you'd have to give everyone points who put either of those two, just as would be the case for any multiple-choice test inside or outside of the TBL framework. > > If you are discerning in your approving (or not) of appeals, then students will quickly learn that frivolously appealing is just a waste of time. > > And, of course, I don't recommend your making the granted-or-not-granted decision right there in the room at the moment. Carry the appeals out of class with you, let everyone's blood cool off a bit, and decide which to grant back in your office when you aren't faced with a room full of demanding eyes. . . . > > -M > > > > > -----Original Message----- > From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jackson, John Mark > Sent: Wednesday, September 01, 2010 11:44 AM > To: [log in to unmask] > Subject: Question about appeals process. > > I am trying TBL for the first time this year. I teach an optics course for entering optometry students. There are 120 students in the class. > > Today we took a practice RAT. When we go to the appeals process, they stumped me. I made it clear (I thought) that only teams can appeal and that a successful appeal means the team gets credit for the missed item and any individual who chose that answer would also get credit on the individual RAT. > > But then they asked: can the team appeal on behalf of a team member? In other words, if the team overall is happy with the answer, but one student can make an argument that a second answer is really correct as well, can the team make a case for that person and have him get credit for his answer? > > My initial thought is NO, because the point is to learn how to critically think about the question and reach a concensus, not get as many points back as possible. But if the team really can argue that there are two "good" answers, what's my defense here? > > Thanks for any thoughts, and I'll be happy to clarify if this doesn't make sense. > --------------------------------- > > John Mark Jackson, OD, MS, FAAO > Southern College of Optometry > (901) 722-3314 > Skype: jacksonsco