Jen, I have a couple of comments in relation to your post. One is about what I do with the appeals. I only accept appeals from teams but, if granted, the appeal alters the score of: 1) The team submitting the appeal (I don’t extend the appeal to other teams because I don’t want to teach that it’s OK to let other people do your work for you). Further, with RARE exceptions, when I grant an appeal, the team gets full credit on the question. Thus, because my questions generally count 3 points and they might have already received partial credit, the benefit typically ranges from 1-3 points. 2) Any member of the team whose answer was consistent with the appeal. For example, if the appeal was that alternative C was also correct, any member who had C on their individual test would receive from 1-3 additional points (depending on whether or not they had split their answers). Also, because I want to encourage appeals, I do not take away the points from members who had correct answers in the first place. Note: I don’t accept individual appeals for two reasons. The most important one is that I want to create an incentive system that encourages members to do their best to help their team get a good score. (Allowing individual appeals would create the opportunity for members to decided to keep quiet during the team test and let the group make a mistake because they could do an individual appeal so that it wouldn’t hurt their individual score.) The second reason is that, because I’m often teaching large classes, I’m afraid that I’d be overwhelmed with individual appeals. My other comment is that I would advise against *ever* calling the RATs quizzes for two reasons. One is that the word quiz implies that the activity isn't all that important (i.e., it is sort of a potential punishment for not doing some very basic preparation. The other is that "quiz" fails to teach WHY is so important for students to read in advance. The key to being successful with TBL is following up the RATs with 4-S applications and the words you use helps get that message across. When you use TBL, you are making an implied contract with students. You ask them to do the work to get the basics through their own study and PAY THEM OFF by giving them an opportunity to see WHY the material is significant in the larger scheme of things. If all you are doing is covering more material there really isn't a payoff and they will NOT respond well to the approach. Eventually, they will rebel and the push back will be strong and determined. Using the term Readiness Assurance to is a zero cost opportunity remind students (*and yourself*) that their purpose is to assure that they are ready to move on to the important stuff—applications. Larry On Sat, Aug 31, 2013 at 7:17 PM, Jen Wernegreen <[log in to unmask]>wrote: > hello, > > what's the best practice in the following scenario: > > A team answers a question "incorrectly" on a quiz (let's say, they chose D, > where I considered the best answer to be A). The team submits an appeal, > justifying why D is a better choice than A. > > Let's say I approve this appeal. > > The team quiz score, for that particular team that appealed the question, > will > be increased by one point. > > What about the individual quiz scores, for members of the team that > appealed? On the one hand, I understand that appeals are intended to be > team-based activities, so maybe individual quiz scores shouldn't be > affected. > On the other hand, it seems to send a strange message to students, to > approve "D" as an equally good answer, yet not reward individuals who chose > "D" on their individual quiz. It was probably those individuals who > motivated > (and wrote?) the team appeal in the first place. For individuals in the > appealing team, should both A and D get equal (full) credit on the > individual > quiz? > > What if the appeal said that "D is a better choice than A." That's > actually the > case here. 4/6 individuals chose A, the team chose D on the team quiz, and > the appeal states that D is the superior choice, over A. Should both A > and D > receive credit on the individual quizzes? I find it odd that team members > who > originally chose A would sign off on an appeal where D is promoted as the > better choice. > > Advice? > > > I do understand that accepting "D" as a correct answer should be > "fire-walled" > to the team that appealed, and won't extend outside of that team. > > any insights would be much appreciated, > Jen > -- ******************************* 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> > *******************************