Holly Bender DVM, PhD, Diplomate, ACVP
Associate Director
Center for Excellence in Learning and Teaching
Director Preparing Future Faculty Program
Professor Veterinary Pathology
Center for Excellence in Learning and Teaching (CELT)
3024 Morrill Hall
603 Morrill Rd.
Ames, Iowa 50011-2170
On Oct 18, 2016, at 2:09 AM, Jenny Morris <[log in to unmask]> wrote:
<page1image15064.jpg>Thanks Holly - have just replied to Gary which I think covers your points too. I have no doubt about the potential benefit of appeals and am not challenging this. However, in our experience we are not seeing the quality you report except in a minority of cases and the effort required to process is not currently worthwhile. How large are your cohorts?
I'd be interested to know more about these differences in quality of appeals. We sometimes receive appeals that have been submitted by one member without discussion with their team (discovered on contact with the team); often receive poorly constructed appeals; and usually receive appeals that indicate the students have not done the preparatory work!
I agree that it is useful too for highlighting potentially poor quality questions but we also find the item analysis process invaluable. Is this process commonly used?
Best wishes
Jenny
Dr Jenny Morris, SFHEAAssociate Professor in Health StudiesFaculty of Health and Human SciencesPlymouth UniversityKnowledge SpaTreliskeTruro TR1 3HDTel: 01872 256461
Dear Jenny,Simon and Gary bring up great points. I love appeals for those reasons and four more (that I can think of at the moment).
In addition the appeal process:1. helps students develop communication skills in your discipline. This is especially so if they can be guided to appeal in a professional manner. In today’s climate, it is especially important for students’ future as professionals and community members.2. supports that science (or any sort of knowledge) is rarely black and white-even specialists disagree on certain points. Even though we break things down for simplicity in introductory courses, there is a lot of nuance in most of our fields.3. changes your relationship from a traditional teacher who lectures, into a mentor who coaches their students.4. helps students think critically even at the iRAT/tRAT level
Thanks for starting this great discussion.
Best wishes,
<page1image15064.jpg>
Holly Bender DVM, PhD, Diplomate, ACVPAssociate DirectorCenter for Excellence in Learning and TeachingDirector Preparing Future Faculty ProgramProfessor Veterinary Pathology
Center for Excellence in Learning and Teaching (CELT)
3024 Morrill Hall603 Morrill Rd.
Ames, Iowa 50011-2170
On Oct 17, 2016, at 3:42 PM, Simon Tweddell <[log in to unmask]> wrote:
Hi Jenny
Although I don’t get that many either, I like it that they can appeal questions. Maybe they’ve found something that I didn’t know, maybe I wrote a poor question, but most of all I love it when they've developed the confidence and feel sufficiently empowered to challenge my questions and/or answers. That’s when I know they’re thinking critically. When I do receive appeals the teams usually turn in a compelling argument that more often than not I support. The added bonus of course is they are they’re continuing to talk about the course content again and that can only be a good thing for their learning.
Although I’ve not deliberately tried this myself, I have heard of some folk writing an occasional obscure question to provoke appeals
I’m happy to talk through how we handle them if that would help?
Best wishes
Simon
<038828A4-CE99-4D0D-8B03-A1E6C61A4D20[5].png>
Simon Tweddell
Senior Lecturer in Pharmacy Practice
Bradford School of Pharmacy
National Teaching Fellow Consultant-Trainer in Team-Based Learning
Centre for Educational Development
<E3A5DE27-E218-436A-95D6-40ACDE3E972E[5].png>
+44 (0) 1274 235241
<65C49558-B991-4B2E-B949-894CE4DE6A7C[5].png>
<2DFE2734-83E3-4A6F-9C2C-80C8C06DEDA6[5].png>
<A229B1CB-54FD-4CF2-B3C3-46D43A3C7BEC[5].png>
simon.tweddell
From: "[log in to unmask]" <[log in to unmask]> on behalf of Jenny Morris <[log in to unmask]>
Reply-To: Jenny Morris <[log in to unmask]>
Date: Monday, 17 October 2016 at 19:39
To: "[log in to unmask]" <[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, SFHEAAssociate Professor in Health StudiesFaculty of Health and Human SciencesPlymouth UniversityKnowledge SpaTreliskeTruro TR1 3HDTel: 01872 256461
This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.
To unsubscribe from the TEAMLEARNING-L list, please click here.
Further information about the UBC Mailing Lists service can be found on the UBC IT website.
To unsubscribe from the TEAMLEARNING-L list, please click here.
Further information about the UBC Mailing Lists service can be found on the UBC IT website.
This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.
