Ok so the way this works is I ask students to respond to 9 questions plus a potential bonus for each of their teammates.  Students rate their teammates from 0-3 on preparedness, participation, and contribution to the T-RAT and the Team decision.  They cannot rate everyone the same and they can give one team member a 1,2 or 3 point bonus if they so choose.  Each team gets a printed copy of the rating sheet with their team members names on it.  They are numbered from 1-50 or 60 depending upon how many members are on their team.  Then they click in their ratings in student managed mode. They are instructed to skip their own ratings when they get to them.  So even though they are all answering A,B,C, or D to each item the rating depends on which team they are on.  So for those on Team 1 items 1-10 apply to Amy, 11-20 apply to Bruce,  21-30 apply to Chad, etc.  For Team 2, items 1-10 apply to Aaron, items 11-20 apply to Bethany, items 21-30 apply to Derrick, etc.  When answering, Bruce would skip items 11-20 and Aaron would skip items 1-10. 

For grading I sort by team  and simply sum and average the ratings given to each person by their teammates.  This semester, I'm adding back in the qualitative component that they fill out on line.  This method has helped me to gather the ratings efficiently and not have stragglers. Since the qualitative part reflects back on the grader as well, they have incentive to get it done but if they don't we still have the ratings for their team mates. 

I know it sounds a little convoluted by I can provide visuals.


On Tue, Jan 14, 2014 at 10:18 AM, Brescia, Bill <[log in to unmask]> wrote:

Herbert

 

Can you tell us more about how you use them for peer review? How do you get each team member to provide a peer review for the other team members? What questions do you ask?

Bill----

_______________________
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

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Herbert Coleman
Sent: Tuesday, January 14, 2014 9:38 AM
To: [log in to unmask]
Subject: Re: Clickers in TBL classes

 

I use clickers for both my IRATS and my T-RATS (I wrote about that last semester). Students like getting the immediate response and not waiting until I grade scantrons to get their results.  They also help in ensuring that students have answered every question before they turn in their tests.  The reporting software helps me with item analysis and guides my follow up lectures.  We also use them for opinion polls and Mid-term and final reviews. I just started using them for peer reviews last semester.  It has greatly helped in getting those in. 

 

On Tue, Jan 14, 2014 at 8:20 AM, Spaulding, Kristina N <[log in to unmask]> wrote:

Hello all,

 

I'm wondering if anyone has used clickers in TBL classes and what creative ways you've used them.  I used to use clickers and loved them (as did my students), but when I started TBL it was too much for me to juggle at once.  Now that I'm more comfortable with TBL, I'm bringing clickers back.  During each lecture, I put up sample test question at the beginning of the lecture and again at the end (same questions).  I try to write them so most students can't answer them at the beginning, but can at the end.  This will be the first year I'm doing this using clickers, and it will give me a good idea of where the students are at before and after each lecture.  I also plan on using them to take anonymous polls now and then.  However, this isn't really TBL specific.  I'm hesitant to use them as a reporting method because then teams can see answers, but now which team is giving which answer.  Any other ideas?  Have people had success using them as part of the RATs?

 

_________________________________________

Kristina N. Spaulding 

Doctoral candidate

Gallup lab

Department of Psychology

University at Albany

HU B68-E

442-4786

OH: Tue 12:00 PM - 1:30 PM

Fri 1:00 - 2:30

 

 




--


Herb Coleman, Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746
********************************************************************************
Saruman believes it is only great power that can hold evil in check, but that is not what I have found. I found it is the small everyday deeds of ordinary folk that keep the darkness at bay. Small acts of kindness and love.

—

Gandalf the Grey from the 2012 motion picture "The Hobbit"


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--

Herb Coleman, Ph.D
Dir. Instructional Computing and Technology
Adjunct Professor of Psychology
Austin Community College
Highland Business Center
5930 Middle Fiskville Rd.
Austin, TX 78752
[log in to unmask]
512-223-7746
********************************************************************************
Saruman believes it is only great power that can hold evil in check, but that is not what I have found. I found it is the small everyday deeds of ordinary folk that keep the darkness at bay. Small acts of kindness and love.
— Gandalf the Grey from the 2012 motion picture "The Hobbit"

*********************************************************************************