On Feb 4, 2022, at 3:36 PM, Herbert Coleman <[log in to unmask]> wrote:
So I just responded to my student evals from the fall. As usual, the more vocal students railed against the RAP. Even though we spent two weeks going over the syllabus and I explained the rationale for both the RAP and formative assessment, they still questioned the testing before lecturing (btw I do provide a brief study guide with instructions like "be able to tell the difference between...").
I explain the rationale to the powers that be and the students even parrot that I don't lecture over what they already know. In the spirit of academic freedom, I feel I have cover.
I was thinking the other day about another idea. So first let me say that my IRQ/TRQ's (i label them quizzes to try to reduce the tension) are prolly too long. I have reduced some to 20 items but 25-30 is my norm. I'm totally convinced 30 is too long because they barely finish in a single class period.
For some reason, during the last RAP, I flashed on the idea of a mini RAP. What if the IRQ/TRQ was only 5 questions? the individual would take less than 10 min. The team would take less than 30 min. including appeals. I could review and even do a mini Application Exercise within the class period. This might be one way to go in deep on a particular topic. Has anyone tried something similar? I have when I did workshops for faculty on TBL but I haven't with a regular class. Any thoughts?
--
Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
RETIRED--Dir. Campus Technology Services
Austin Community College
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(512) 223-1790 ext. 22162
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