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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