This is also true for me. I grade apps in my first and second-year classes, sometimes in my third-year classes, but never in my 4th-year classes. Cheers Neil *Neil Haave, PhD*Professor, Biology <https://www.augustana.ualberta.ca/disciplines/biology/>, Augustana Faculty, Camrose, AB McCalla University Professor Associate Director, Centre for Teaching & Learning <https://www.ualberta.ca/centre-for-teaching-and-learning> Chair, The Teaching Professor Conference Advisory Board <https://www.magnapubs.com/teaching-professor-conference/advisory-board.html> <https://www.magnapubs.com/teaching-professor-conference/> email <[log in to unmask]> | website <https://www.ualberta.ca/augustana/about-us/academic-staff/neil-haave> | Google+ <https://www.google.com/+NeilHaave> | blog <http://activelylearning2teach.blogspot.ca/> | Twitter <https://twitter.com/nhaave> | LinkedIn <https://ca.linkedin.com/in/neilhaave> "Education should not be intended to make people comfortable; it is intended to make them think." Hanna Holborn Gray, President, University of Chicago, 1978-1993 On Mon, 29 Apr 2019 at 12:13, Westmoreland, Sandra <[log in to unmask]> wrote: > Hi Peter, > > I also am also a proponent of giving credit by grading TBL Application > Activities. In my freshman Principles of Biology course, I give students a > case study to read before coming to class. In class the team completes a > “worksheet” which is then placed in the team folder for grading. Answering > the questions as a team helps students to prepare their team responses > (with evidence) for the class inter-team discussion. This is a low stakes > grade in my class. All students on the team get the same grade and only > students on the team who attend class that day get the grade. It may be > more important to provide grading in earlier college courses than in upper > level or graduate courses. I have attached a copy of the worksheet for the > TBL activity based on the case study, “Living with Her Genes,” from the > website > http://sciencecases.lib.buffalo.edu/cs/results.asp?search=living+with+her+genes&Submit.x=0&Submit.y=0 > Note that rubric is on the last page. This makes grading quick and easy. > Also, NO grade is given for the answer students vote for in team decisions > on this assignment, as there is no right or wrong choice in this assignment. > > Thanks, Sandra > > > > > > Sandra L. Westmoreland, Ph.D. > > Associate Professor > > Department of Biology > > Senior Fellow, Higher Education Academy > > Academic Assessment Faculty Fellow > > Box 425799 > > Texas Woman's University > > Denton, Texas 76204 > > (940) 898-2560 > > [log in to unmask] > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Clapp, Peter A > *Sent:* Monday, April 29, 2019 11:36 AM > *To:* [log in to unmask] > *Subject:* Re: grading class activities > > > > Hi Marina, > > > > I’m a strong proponent of grading 4S activities for a couple of reasons: > > 1. I want to be able to use what happens in class as assessment > that is both formative (this happens naturally, I think) and summative. > This allows me to evaluate the learning of teams of students on a wider > range of objectives. If I only had exam and RAT questions to use for this > purpose, I don’t think I could adequately assess all of the learning > objectives for any given topic. > > 2. Since I think that the process of solving a 4S activity is at > least as important as the solution that is chosen, I want to be able to > reward teams who can demonstrate that they used an effective and logical > process to arrive at a decision. By grading activities on both the answer > given and the explanation, I think I am providing some incentive for > student teams to go beyond simply making the correct specific choice. > > > > Functionally, this works out to be a simple answer key for each question > in an activity that allows me to fairly distribute points to teams based on > response. This is then coupled with a “live” scoring mechanism (tally > marks on a sheet of paper) for keeping track of good thought-processes and > explanations that I observe in the classroom. I have also found that doing > the grading after the fact is time-consuming, which is why I have chosen to > do it live in class. Here’s an example of an answer key Powerpoint slide > that students will see after the discussion has ended: > > Partial credit is given to teams who answer A, B, C, or E to varying > degrees based on the “correctness” of the answer. (D is still the best > answer, but A is reasonable.) > > Note that a team that answers D might not get 100% credit if their > explanation shows a lack of understanding for why this choice is better > than the others. (I should credit Michael Nelson for being one of the > early authors of this question, which has evolved quite a bit over ten > years of use.) > > > > Hope there’s something useful you can take from this! > > Regards, > > Pete > > > > *Peter Clapp, PhD* > > *Chair, Department of Pharmaceutical Sciences* > > *School of Pharmacy | Rueckert-Hartman College for Health Professions* > > 3333 Regis Blvd., Denver, CO 80221 H-28 > > *P* 303.625.1312 *|** E* [log in to unmask] *|** REGIS.EDU > <http://REGIS.EDU>* > > [image: Description: RegisU_Horiz_2Color_woEDU_PNG] [image: > LIAlumniBadge] [image: 18-Magis-MEDU-0092_JesuitValues_DigitalBadges] > <https://t.cred.ly/D5TZ8kT7LGXFeU_gz4HTSg,,$$$xzL3JL3w_tljSWey5f7z-Mm8LGmKj6h5CMx5qV-v3GvzLcHvS-CgqnIWadaNAZXTrr-ikbSVehsPMjyOesNeAne8EMp8GYYt5mURIVYwboE,?r=https%3A%2F%2Fcredly.com%2Fcredit%2F15356680&t=1541000682&c=sl> > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask] > <[log in to unmask]>] *On Behalf Of *Jim Sibley > *Sent:* Monday, April 29, 2019 7:57 AM > *To:* [log in to unmask] > *Subject:* Re: grading class activities > > > > Hi Marina > > > > In 15 years of doing TBL and probably 100 courses we have yet to grade an > application exercise....we always have a summary sheet that teams complete > and sign and hand in > > > > By not grading them you can make them more difficult with no one answer > having to be rock solid > > > > Also we have never had any issues with lack of participation on > application activities > > > > If you do grade applications I would suggest having a grand application at > module end that is graded and using ungraded (with summary sheets) till > them...that would reduce your marking > > Take care > > > > Jim > > > > > > Sent from my iPad > > > On Apr 29, 2019, at 6:34 AM, Neil Haave <[log in to unmask]> wrote: > > Hi Marina, > > > > I typically grade these in-class using a personal response system > (Plickers in my case). It sounds like you are doing something more > elaborate. > > > > Neil > > > > On Mon, Apr 29, 2019 at 4:13 AM Marina Di Carro <[log in to unmask]> > wrote: > > Hello everybody, > > I'd like to ask you some tips on correcting and grading application > exercises. > Do you use a sort of rubric for each assignment? That is to say, you > decide to give full marks for the right explanation and the right letter, > about 80% of the maximum if they understand the reason behind but choose > the wrong letter... and so on? > I am about to correct more or less 11 application activities for each > teams (there are 10 teams...) for a total of more than 100 exercises... I > need something fair, so that teams who have reasoned well can be rewarded, > but also simple, because I'd rather not spend hours and hours on them. In > our grading system top mark is 30/30 and pass mark 18/30, so there are many > possibilities to discriminate between two different grades. > > Any suggestion you can give me will be helpful. > > Thank you very much-- > > Marina > > ********************************************************** > Marina Di Carro, PhD > Department of Chemistry and Industrial Chemistry > University of Genoa > > Via Dodecaneso, 31 > <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fmaps.google.com%2f%3fq%3dVia%2bDodecaneso%2c%2b31%2b%250D%250A%2b%2b%2b%2b%2b%2b%2b%2b%2b%2b16146%25C2%25A0%2bGenova%2b-%2bItaly%26entry%3dgmail%26source%3dg&c=E,1,ns2ORqnTOsNkYcXMLQW77R3mrFb2BiSD9fnLjVzMCAc8YTwEuBnf430RnVVPj2naKOidmPDxfqJZBlO0YOKMXzvjXpz4z63o2P1yWONgj3z-LPKMkR0tV6ZGMdg,&typo=1> > 16146 Genova - Italy > <https://linkprotect.cudasvc.com/url?a=https%3a%2f%2fmaps.google.com%2f%3fq%3dVia%2bDodecaneso%2c%2b31%2b%250D%250A%2b%2b%2b%2b%2b%2b%2b%2b%2b%2b16146%25C2%25A0%2bGenova%2b-%2bItaly%26entry%3dgmail%26source%3dg&c=E,1,mzjlA8xyQFglT8cMatGQKjw4i2eRIapckB2dbmTUzz9wQcsQl_cenLhzqHlQYsXxvL4zc98uMT2SU-vdFBMLZF1iDem9sCXhS5xrYgza&typo=1> > > tel +39 010 3536198 > > +39 010 3536173 > fax +39 010 3536190 > > > email address: [log in to unmask] > ********************************************************** > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > > -- > > Neil Haave, PhD > Professor, Augustana Faculty > Associate Director, CTL > > University of Alberta, Canada > > DISCLAIMER: Any and all spelling mistakes contained in this email were > inserted at the whim of my iPhone. > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > 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. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > 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. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > 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. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > 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 the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.