The item analysis for me is personal reflection/introspection

students don't get to see it

jim


On Mon, Dec 3, 2012 at 11:45 AM, Brescia, Bill <[log in to unmask]> wrote:

> How do you prevent this from turning into a fight for points?  Something
> like we don't understand thus the question must be poorly written thus any
> of us who missed it should get the points.
>
> _______________________
> William Brescia, Ph.D.
> Director of Instructional Technology
> Associate Professor of Preventive Medicine
> Office of Medical Education
> University of Tennessee Health Science Center (UTHSC)
> 910 Madison Avenue, Room 1002
> Memphis, TN 38163
> 901-448-6170
> [log in to unmask]
> This correspondence may be considered a public record and subject
> to public inspection pursuant to the Tennessee Public Records Act
>
>
> -----Original Message-----
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Bill Goffe
> Sent: Friday, November 30, 2012 2:18 PM
> To: [log in to unmask]
> Subject: Re: Item Analysis
>
> For those of us without a scanner, I do the following to get a sense in
> the classroom which questions they had difficulty with (it is also
> something of a "sponge activity" as it can take variable amounts of time).
> After teams finish their team RATS, I ask each team which questions they
> still don't understand (and add that they can explain the others). After
> all teams are done, I have each report out the ones they don't understand
> and either I or another team fills them in. This seems to fit into TBL
> "spirit" of getting quick feedback as well as helping build teamwork. I
> think I got this idea here...
>
>     - Bill
>
> Jim said:
>
> > we run item analysis on the whole cohort since our scanner pumps out
> > discrimination, point bi-serial and p-value
> >
> > I don't see any problem with using only 10% of the group either
> >
> > jim
> >
> >
> > On Fri, Nov 30, 2012 at 8:13 AM, Jenny Morris
> > <[log in to unmask]>wrote:
> >
> > > Dear All****
> > >
> > > ** **
> > >
> > > As this is the first time we have been using TBL I plan to run an
> > > item analysis on the questions we are using.  We have around 300
> > > students in the group and I was considering basing this analysis on
> > > 10% of the group.  I’d welcome feedback from others who have
> > > undertaken similar work.****
> > >
> > > ** **
> > >
> > > Thanks and best wishes****
> > >
> > > ** **
> > >
> > > Jenny****
> > >
> > > ** **
> > >
> > > Dr Jenny Morris****
> > >
> > > Associate Professor (Senior Lecturer) in Health Studies****
> > >
> > > Faculty of Health, Education and Society****
> > >
> > > University of Plymouth****
> > >
> > > Knowledge Spa****
> > >
> > > Treliske****
> > >
> > > Truro TR1 3HD****
> > >
> > > Cornwall****
> > >
> > > ** **
> > >
> > > Tel: 01872 256461****
> > >
> > > Web: http://www.plymouth.ac.uk/faculties/health****
> > >
> > > ** **
> > >
> > > ‘High quality education for high quality care’****
> > >
> > > ** **
> > >
> > > ** **
> > >
> > > ** **
> > >
> > > ** **
> > >
> >
> >
> >
> > --
> > Jim Sibley
> > [log in to unmask]
> > NEW Home Phone 604-564-1043
> > Work 604-822-9241
>
> --
> Bill Goffe
> Senior Lecturer
> Department of Economics
> Penn State University
> 304 Kern Building
> University Park, PA 16802
> 814-867-3299
> [log in to unmask]
> http://cook.rfe.org
>



-- 
Jim Sibley
[log in to unmask]
NEW Home Phone 604-564-1043
Work 604-822-9241