That¡¯s a really interesting question! I can understand the dilemma.
We give our students zero for the iRAT and zero for the tRAT if they don¡¯t show up at all.
If they are late, we let them in and give them an iRAT paper to look at (but they can¡¯t submit answers). So those students get zero for the iRAT, but chance to think things over and thus help their team (with the tRAT, which they do participate in & get
marks for).
If a student misses the RAP session altogether for good cause (e.g. Medical evidence is provided), we give them the class mean iRAT (ignoring the zeros for non-attendance, but keeping in any zeros for students who got everything wrong – fortunately that
doesn¡¯t happen often) and their own team tRAT score.
I can¡¯t say we did this because we¡¯d thought through the difference between students who show up and get zero on their iRAT vs students who don¡¯t show up at all. But it works, because even those who got a zero on the iRAT, are highly unlikely to get zero
on the tRAT. They may be benefitting from their team-mates preparation, and coasting on their own minimal/non-existent preparation, but they are at least present, so hopefully the team dynamic and their team-mates disapproval will deal with that lack of preparation
over time! The students who aren¡¯t present are getting zero on both iRAT & tRAT, and are also likely to be dealt with harshly if persistent ¡®no-show¡¯s in the peer evaluation at the end of the year.
We would also like to think that our attendance monitoring processes would sort them out long before that, but that¡¯s a whole different story¡¦!
Josie
For tRATs, I also use 4-2-1-0 with the 4-question IF-ATs, but the statement "I couldn't justify giving 1 mark¡¦" made me think of a philosophical dilemma that I have with iRAT grading. For iRATs, I just give 1 point for each question. Thus my iRATs are
out of 10 points while my tRATs are out of 40 points (but they get scaled back to 10).
So here's my dilemma: What to do about students who get a 0 on the iRAT? (This is closely related to how to award partial credit on exam questions, which is another big area of philosophical difference in education.) These students clearly did not do adequate
preparation, often no preparation at all. However, I sometimes feel the need to differentiate between those who show up for the iRAT and those who skip, because the former at least demonstrate some mental effort. For instance, it has happened once or twice
where someone shows up so late that they miss the iRAT entirely and just take the tRAT.
Ultimately, getting a 0 on the iRAT is so rare that I don't dwell on it. But the philosophical question of what warrants a score of 0 is interesting (for me, at least) to think about. So I'm curious if others give out 0s on the iRAT or do you give some
base score (say, a 1) to denote present but unprepared students. Also, note that I am working exclusively with undergraduates at a public state university, if that provides some context.
-msk
We use 4 - 2 - 1 - 0
We have A-D (4 option) MCQs for our tRATs, so I couldn©öt justify giving 1
mark to the students who have exhausted all the options.
If you have A-E then I can see 4, 3, 2, 1 (0) making more sense.
I wonder whether one gets more discussion with the 4/2/1/0 option. The
fact that getting it right first time is worth double the points may
encourage students to spend more time thinking/discussing their preferred
response and coming to a proper consensus. But that is just a gut feeling
- I wonder if anyone has tried to see whether it actually makes any
difference? Does anyone know of data on this?
Josie ?
Dr Josie A Fraser
Senior Lecturer in Pharmacology, Bradford School of Pharmacy
Associate Dean for Learning & Teaching, Faculty of Life Sciences
School of Pharmacy
Faculty of Life Sciences
University of Bradford
Bradford
West Yorkshire
BD7 1DP
T: (+44)(0)1274 234663
E: [log in to unmask]
On 16/01/2015 14:05, "DrL" <[log in to unmask]> wrote:
Hi,
What is the most popular grading system for tRATs? One point off for
each wrong answer (4,3,2,1) or reduce by half for each wrong answer
(4,2,1,0)? Other methods? What are the pro and cons?
R Roy Lindquist, M.D.
University of Connecticut
School of Medicine
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