We have been doing TBL for 3 years now within our chemistry courses.  The first year we ran the course we did include appeals but then we dropped them because we felt we didn't understand them enough and were not convinced we were using them in the correct way and they confused things.  We have been considering bringing them back but are not convinced it is worth the effort.  Our experience was similar to yours in that a lot of the appeals did not show any in-depth thinking just a lack of understanding in the basic knowledge and they often came from one individual rather than the whole team.  We did try once planting a dubious question with a vague answer but the problem with that is that some teams just don't spot it and start to appeal the other questions which were not ambiguous (in our eyes).

I am interested in following this stream just to see which way you decide to go so please keep me updated.

All the best

Graeme

On 18 October 2016 at 08:26, Jenny Morris <[log in to unmask]> wrote:

Thanks Gary - that's interesting that you have similar numbers.  The issue is not the process and we are happy with that and the form.  It is really about the added value in the context of our experiences.

 

If anyone does not use TBL do get in touch as to why and also whether any of you have similar experiences to us!

 

Best wishes

 

Jenny

Dr Jenny Morris, SFHEA

Associate Professor in Health Studies

Faculty of Health and Human Sciences

Plymouth University

Knowledge Spa

Treliske

Truro TR1 3HD

Tel: 01872 256461

 

https://www.plymouth.ac.uk/staff/jenny-morris

On 18 Oct 2016, at 08:18, Gary Oliver <[log in to unmask]> wrote:

Hi Jenny

 

Perhaps I should said I have said that I now 17 streams (classes) with an enrolment 850 or 130+ teams and the numbers continue to grow.

 

Yes there are some poorly formed appeals

 

We have an appeal form which I am happy to share. It is attached but don’t know if the list takes attachments? The form takes a couple of minutes to process

 

Warm regards/gary

 

From: Jenny Morris [mailto:[log in to unmask]]
Sent: Tuesday, October 18, 2016 6:02 PM
To: Gary Oliver
Cc: [log in to unmask]
Subject: Re: Appeals

 

Thanks Gary - I totally agree with the reasoning but we have got to the stage that with such large groups the effort required to process outweighs the added value to the students.  Furthermore, in the majority of appeals the students have not constructed an appeal that reflected much learning through the process!  It is evident that for a large proportion they are just 'having a go'!

 

Best wishes

 

Jenny

Dr Jenny Morris, SFHEA

Associate Professor in Health Studies

Faculty of Health and Human Sciences

Plymouth University

Knowledge Spa

Treliske

Truro TR1 3HD

Tel: 01872 256461

 

https://www.plymouth.ac.uk/staff/jenny-morris

On 18 Oct 2016, at 01:52, Gary Oliver <[log in to unmask]> wrote:

Hi Jenny

 

For myself, there are two basic reasons for retaining the appeal

 

1.      To show students that the right answer in their quiz is not legitimised by my authority but is independently verifiable, i.e. the transparency argument

 

2.      Because Kahneman in Thinking Fast and Slow (2012) reminds us that we may have cognitive biases which we do not detect and so there is always the possibility that an intended distractor may be inadvertently right

 

The appeal always involves the team although a lone individual may be the trigger point. This enhances learning

 

Warm regards/gary

 

 

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jenny Morris
Sent: Tuesday, October 18, 2016 5:39 AM
To: [log in to unmask]
Subject: Appeals

 

Dear All

We have used the appeal system for the four years we have been using TBL with between 250 and 550 students spread across 7 large groups.  This year I have 600 students and a total of 93 teams across 7 groups!

We have had around 25-30 appeals in all the time we have used TBL and only upheld a total of about four!  We use item analysis for checking quality of test questions.

This year I am not going to use the appeal process because of the amount of work it causes the academic team with little perceived benefit to the students!  Before I commit finally to this decision I'd like to know whether there is any strong reason the process should be retained!

Best wishes

Jenny

Dr Jenny Morris, SFHEA

Associate Professor in Health Studies

Faculty of Health and Human Sciences

Plymouth University

Knowledge Spa

Treliske

Truro TR1 3HD

Tel: 01872 256461

 

https://www.plymouth.ac.uk/staff/jenny-morris

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