Susan, I'm nervous about two of the words you use in describing your activity--"list" and "essay" (even a short one). In most cases, lists and essays move you away from the 4-S's. The thing I think would help most is being really clear about what you want your students to DO and I think Jim's suggestion is clearly a move in that direction. I think it deals with the "do" of, "I want my students to critically evaluate literature that addresses "horse health". If that's what you want your students to do, then I think it would be a really great way to assess their ability to critically analyze the literature. If that's not your objective,you can't lose if you stick with "backwards design" and the 4-S's in deciding what to do. Larry On Fri, Jan 25, 2013 at 10:46 AM, Sibley, James Edward <[log in to unmask]>wrote: > Hi Susan > > Hope you are well > > ##################### > > Reading your post….I wonder if there is a deeper questions for the > students > > "scientific articles of the highest quality " seems to be a good phrase > to pick on > > What criteria should we use to select the best paper? > > Once we establish class consensus on criteria…then lets apply them and > compere the results > > Then the report conversation would be about "why did you picked that > paper"….…."what criteria did you use?"…."how did you apply the criteria?" > > Focusing on selection criteria might give more comparability at report > > ####################### > > The rest looks great…you have good intentionality and students will be > doing a very authentic task > > jim > -- > Jim Sibley > Director > Centre for Instructional Support > Faculty of Applied Science > University of British Columbia > 2205-6250 Applied Science Lane > Vancouver, BC Canada > V6T 1Z4 > > Phone 604.822.9241 > Fax 604.822.7006 > > Email: *[log in to unmask]* > > Check out *http:// <http://cis.apsc.ubc.ca/>www.teambasedlearning.org* > > > © Copyright 2013, Jim Sibley, All rights reserved The information > contained in this e-mail message and any attachments (collectively > "message") is intended only for the personal and confidential use of the > recipient (or recipients) named above. If the reader of this message is > not the intended recipient, you are hereby notified that you have received > this message in error and that any review, use, distribution, or copying of > this message is strictly prohibited. If you have received this in error, > please notify the sender immediately by e-mail, and delete the meesage. > > From: Susan Hazel <[log in to unmask]> > Reply-To: Susan Hazel <[log in to unmask]> > Date: Thursday, January 24, 2013 9:30 PM > To: "[log in to unmask]" <[log in to unmask]> > Subject: Integrating TBL principles into an assessment task > > Hi All,**** > > I’m currently redesigning some assessment tasks for a 2nd year course. > I’ll be using TBL in 3 sessions in the course (the students embraced it in 1 > st yr) but my question is directed at how to integrate TBL into an > assessment task. **** > > The students have traditionally done a lit review of a scenario relating > to horse health. Each year many have struggled with critically reviewing > literature, and this year I want to scaffold them more. What I envisage is: > **** > > - annotated bibliographies **** > > - individual students to annotate 3 original scientific articles > relevant to an essay question (I’m thinking something like ‘What are the > main risk factors for colic in horses’). They would have time to do this > during tutorials. It would be worth individual marks.**** > > - Each TBL team will review the scientific articles from its > individual members, and come up with a list of 10 (?) scientific articles > of the highest quality to answer the question.**** > > - Each TBL team would then write a short essay (? No of words) > to answer the question.**** > > - We’d finish up with a galley walk and each team would assess > the 10 scientific articles and the short essay of the other teams and give > marks.**** > > - Finally we’d do simultaneous reporting to decide on the best > 10 articles and the best essay. **** > > Has anybody done something similar? I know during a workshop last year in > Adelaide Larry Michaelsen mentioned something similar. **** > > Thanks, > Susan**** > > ** ** > > Susan Hazel BVSc BSc(Vet) PhD GradCert (Public Health) MACVSc**** > > Lecturer in Animal Behaviour, Welfare and Ethics**** > > School of Animal & Veterinary Sciences**** > > THE UNIVERSITY OF ADELAIDE**** > > Roseworthy SA 5371 Australia**** > > Ph : +61 8 8313 7828**** > > Fax : +61 8 8313 7972**** > > e-mail: [log in to unmask]**** > > CRICOS Provider Number 00123M > ----------------------------------------------------------- > IMPORTANT: This message may contain confidential or legally privileged > information. If you think it was sent to you by mistake, please delete all > copies and advise the sender. For the purposes of the SPAM Act 2003, this > email is authorised by The University of Adelaide. **** > > Think green: read on the screen.**** > > ** ** > -- ******************************* Larry K. Michaelsen, Professor of Management Dockery 400G, University of Central Missouri Warrensburg, MO 64093 660/543-4315 voice, 660/543-8465 fax For info on: Team-Based Learning (TBL) <www.teambasedlearning.org> Integrative Business Experience (IBE) <http://ucmo.edu/IBEl<http://faculty.ucmo.edu/ibe/home.html> > *******************************