Dear William,

I've chosen to not grade application exercises because I fear it will
impede the learning process.  Of course, some will argue that lack of
grading impairs learning.
My logic, flawed as it may be, is that I want students to focus on
discussing not only correct answers but incorrect answers. I want
discussion that flourishes not so much on what is the right answer but WHY
it's the right answer.  I believe that making application exercises "low
stakes" facilitates this discussion because there is no "penalty" for being
wrong.

I personally put significantly more emphasis on IRAT versus TRAT versus
application exercises.

Thanks,

Ron Carson, OTD
Assistant Professor of Occupational Therapy
Adventist University of Health Sciences
Orlando, FL 32803

On Wed, Sep 9, 2015 at 2:47 PM, Massey, William V <[log in to unmask]>
wrote:

> Hello TBL Community,
>
>
>
> I am a bit of a novice TBLer so looking for some advice if you would be so
> kind. I am working on a way to grade the in-class applications, as it is a
> substantial part of the course expectations and student work. I was
> thinking of doing this in a two-fold manner – 1.) having a “right” answer
> to the applications that the groups could scratch off on the IFAT form
> after they have discussed and debated across groups (I would likely make
> this open to appeals as well); and 2.) developing some type of process
> feedback form in which each group would get a score at the end of a session
> (assessing things such as team interactions/dynamics, engagement, sound
> rationale behind answers during simultaneous reporting, others?!?).
>
>
>
> I would love any feedback or resources if there are any out there.
>
>
>
> Many thanks!
>
>
>
>
>
> William Massey, PhD
>
> Assistant Professor of Occupational Therapy
>
> School of Health Professions
>
> Concordia University Wisconsin
>
> Office: HS 143
>
> 262-243-2073
>
> [log in to unmask]
>
>
>
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