Dear
Jacqueline:
I
always assess the application exercise not by the correctness of the answer
choice selected, but by the team’s ability to justify their response as the
“best” of the options. After selecting their response, the team is required to
write a one page justification (500 word maximum) using criteria I have provided
in a rubric. Teams complete the selection and write the justification
simultaneously in one class period. After writing the justification, teams share
their selections simultaneously with colored labeled cards. Discussion ensues
over points of agreement and disagreement. Following discussion, teams may
change their selection or add additional information by adding text to the
bottom of their written justifications. I take up the written justifications
(one per team) at the end of class. I do not provide a “correct” answer during
this class. I grade the written justifications using the exact rubric provided
to the students. Members of the same team receive the same score. I return the
scored rubric with comments to the teams at the start of the following class.
It
works extremely well. I have attached an example for reference. The example is
dated. I used this for a World Regional Geography Class several years ago.
An
additional note: I allow the students to bring hard copies of materials to the
application exercise (e.g., textbook, written notes, articles, maps, etc.) but I
do NOT allow any use of Internet. Application exercise questions cannot simply
be “googled” – at least not good ones. This also encourages their study of the
materials prior to application exercise day. They know they will have only 45-50
minutes to decide, justify their decision, AND cite sources of information (very
informal e.g., “per author Smith”).
Hope
this is useful!
Sandra
Metoyer, Ph.D.
Grants
Writer
Office
of Development and Galveston College Foundation
Galveston
College
4015
Ave Q
Galveston,
TX 77550
409-944-1288
From: Team-Based Learning
[mailto:[log in to unmask]] On Behalf Of Sibley, James
Edward
Sent: Tuesday, March 22, 2016 9:56 AM
To:
[log in to unmask]
Subject: Re: Assesment of
applications
Hi
In
the 13 years we done TBL we have never graded application
activities
We
typically do have a team worksheet that is completed at end of
activity…and have each member signs the worksheet….we collect but do NOT grade
these worksheet…
We
tell students if you come to us with 79…really wanting the 80…it is these we
will look at the team worksheets.
We
never had any issues with engagement…and never had got the sense that students
aren’t engaging because a grade isn’t involved…I believe the quality of question
you ask better predicts engagement than if there are marks
involved
Many
people do grade applications, but the discomfort you can create when the answer
isn’t black and white and you declare one answer as correct really gets up the
students noses sometimes.
With
ungraded applications we can ask harder messy questions that don’t completely
resolve but lead to important conversations….without incurring the wrath of
students
I
know Regis Pharmacy…grades their applications….maybe they can provide some
guidance for you
Take
care
Jim
Sibley
Director
Faculty
of Applied Science
University of British Columbia
CEME
1214-6250 Applied Science Lane
Vancouver,
BC Canada
V6T
1Z4
Phone
604.822.9241
Email:
[log in to unmask]">[log in to unmask]
Check
out my book Getting Started with Team–Based
Learning
Check
out my TBL website at www.learntbl.ca
© Copyright
2015, Jim Sibley, All rights reserved The information contained in this e-mail
message and any attachments (collectively "message") is intended only for the
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From:
Team-Based
Learning <[log in to unmask]>
on behalf of Jacqueline Vos <[log in to unmask]>
Reply-To:
Jacqueline Vos <[log in to unmask]>
Date: Tuesday,
March 22, 2016 at 2:57 AM
To: "[log in to unmask]"
<[log in to unmask]>
Subject:
Assesment of applications
Dear
colleagues,
In
Amsterdam (the Netherlands) we are developing a whole new bachelor curriculum in
Medicine, which will start at September 2016. We are going to use TBL as one of
the teaching/learning methods.
The
grading system of a TBL module will consist of:
- iRAT score
- tRAT score
- score of an application
- score of peerevaluation
Now
I’m coming to my question:
How
do you assess the application exercises? Can you please help us to figure out
the best way to do that?
Kind
regards,
Jacqueline
Vos
Jacqueline
Vos
Educationalist
Center
for Evidence-Based Education (CEBE)
Academic
Medical Center (AMC)
University
of Amsterdam
Email:
[log in to unmask]
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