The question I always ask my faculty is - how are the student's guided to know the answers to the RATs?  You have two ways to do that - first is through your objectives for the session (what you expect the students to know/do/apply on the RAT) and through the clarity and depth of the prep material.
 
If you have given them appropriate pre-material that would prepare the students to answers that question, you might, instead of directly cueing them with the exact question - put it into the objectives. 
 
i.e., Before the RAT the student is expected to be able to:
 
  • identify the elements that are used in the calculation of the gap ratio
  • (or compute the gap ratio, using the proper components or something similar (forgive me if I have the terms incorrect - I don't actually know this content area)).
This way - you tell them what they need to study and then, in fact, you could even make it more meaningful by creating a scenario - giving a situation with the data: time, equity, liabilities, assets, and then ask the what the gap ratio actually is - this would show they knew the formula, and how to pick out the right elements - an be practical.  And, if they didn't get it individually - the GRAT portion would clarify. 
 
RATs don't always have to be lower level - if the prep assignments and objectives are clear. 
 
The application could then take it a step further - now that they know how to compute it with the data given - how would they go about getting the necessary data in a closer to real life situation?  Or what would they do with the gap ratio if they had it?  Why is it necessary, what does it tell them?
 
 
From: Team-Based Learning [[log in to unmask]] On Behalf Of Stock, Duane R. [[log in to unmask]]
Sent: Sunday, October 10, 2010 11:04 AM
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Subject: give students tips on RATS ( readiness assessments tests)

My TBL students have complained that my RATS are too difficult.   This occurs even though I try to limit  RAT questions to lower levels Bloom’s taxonomy of educational objectives (“knowledge” , “comprehension” and “application” ---- no “synthesis” or “evaluation”  and no computations).  Also, it occurs even though I give them  tips ( a list of terms ) before the RAT is given.

 

So, I am thinking about  giving stronger tips.  For example, consider the below question.

6.         The gap ratio expresses the repricing gap for a given time period as a percentage of

                                    a.         equity.

                                    b.         total liabilities.

                                    c.         current liabilities.

                                    d.         total assets.

                                    e.         current assets.

 

I could give them the premise of all or some of the questions before the RAT.   That is I would give them the below before the RAT.

 

The gap ratio expresses the repricing gap for a given time period as a percentage of

 

I worry this could make it too easy.  Has anyone out there done this?  Any advice?

 

Thanks in advance.

 

 

 

 

Duane R. Stock, Price Investments Professor

205A  Adams Hall

Price College of Business

University of Oklahoma

Norman, OK  73019

 

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