. Date: Wed, 13 Jan 2010 16:18:43 -0800 From: Richard Hake <rrhake@xxxxxxxxxxxxx> Reply-To: Net-Gold@xxxxxxxxxxxxxxx To: TEAMLEARNING-L@xxxxxxxxxxxxxxx Cc: AERA-I@xxxxxxxxxxxxxxxxx, DR-ED@xxxxxxxxxxxx, Net-Gold@xxxxxxxxxxxxxxx, PHYSLRNR@xxxxxxxxxxxxxxxxxxxxxxx Subject: [Net-Gold] Re: Instruments to assess team experience? If you reply to this long (8 kB) post please don't hit the reply button unless you prune the copy of this post that may appear in your reply down to a few relevant lines, otherwise the entire already archived post may be needlessly resent to subscribers. *************************************** ABSTRACT: Michael Sweet requested information from TeamLearning-L subscribers on what instruments they were using to assess their students' experience. In a TeamLearning-L post of May 2009 I had asked "HAS THE EFFECTIVENESS OF TEAM-BASED LEARNING IN PROMOTING STUDENT LEARNING BEEN EVALUATED BY PRE/POST TESTING, as is the case in many introductory science courses?" As far as I know (please correct me if I'm wrong) the answer in NO! *************************************** With apologies to Michael Sweet for the academic-journal-type nature of this post - see e.g. (Hake 2009d). Michael Sweet (2009) in a TeamLearning-L post of 4 Jan 2010 titled "Instruments to assess team experience?" wrote: "From time to time, folks have asked 'what instruments are you using?' to assess your students' experience in their teams (beyond team performance and peer evaluations). I thought I would stir that pot again, as the new semester approaches and some folks are looking with one eye at possible doing some SoTL studies on their TBL teams. Any input appreciated!" It might be hoped that SoTL (Scholarship of Teaching and Learning - see e.g., <http://www.issotl.org/tutorial/sotltutorial/home.html>) studies would include a gauge of *STUDENT LEARNING* (in addition to *student experience*) in Team-Based Learning courses. In a TeamLearning-L post of 11 May titled "Re: TBL in the NY Times, Five Questions" [Hake (2009a)], I wrote (bracketed by lines "HHHHHH. . . . ."]: HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH Regarding Kolesnikov-Jessop's (2009) report, I recently posted "Re: Active Learning in Medicine" [Hake (2009b)] to four discussion lists: AERA-I, DrEd, Net-Gold, and PhysLrnR. The abstract reads: ******************************************* ABSTRACT: John Clement, in a PhysLrnR post, called attention to a New York Times report regarding the use of "Team-Based Learning" in the Duke/National-University-of-Singapore graduate medical school. After listing a few Problem-Based Learning (PBL), I pose two questions: (1) What's the difference between TBL and PBL? (2) HAS THE EFFECTIVENESS OF TBL and PBL IN PROMOTING STUDENT LEARNING (relative to traditional instruction or to other reform methods of instruction) BEEN EVALUATED BY PRE/POST TESTING using valid and reliable tests of conceptual understanding (developed by disciplinary experts) such as the Force Concept Inventory [Hestenes et al. (1992]; as is the case for some introductory science courses - see e.g., Froyd (2008), Hake (1998a,b; 2005), Libarkin (2008), McConnell (2008), Prather et al. (2009), Reed-Rhoades & Imbrie (2008), & Smith et al. (2008)? ******************************************* To access the complete 21 kB post please click on <http://tinyurl.com/qduelo>. HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH For the references Hestenes et al. (1992), Froyd (2008), Hake (1998a,b; 2005), Libarkin (2008), McConnell (2008), Prather et al. (2009), Reed-Rhoades & Imbrie (2008), & Smith et al. (2008) see Hake (2009b). AS FAR AS I KNOW (please correct me if I'm wrong), THE EFFECTIVENESS OF TBL IN PROMOTING *STUDENT LEARNING* HAS NEVER BEEN MEASURED BY PRE/POST TESTING :-( . Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands. <rrhake@xxxxxxxxxxxxx> <http://www.physics.indiana.edu/~hake/> <http://www.physics.indiana.edu/~sdi/> <http://HakesEdStuff.blogspot.com/> <http://iub.academia.edu/RichardHake> REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.] Hake, R.R. 2009a. "Re: TBL in the NY Times, Five Questions," Post of 11 May 2009 14:32:45-0700 to TeamLearning-L, online at <http://tinyurl.com/y9zlg32>. To access the archives of TeamLearning one needs to subscribe, but that takes only a few minutes by clicking on <http://list.olt.ubc.ca/cgi-bin/wa?A0=TEAMLEARNING-L> and then clicking on "Join or leave the list (or change settings)." If you're busy, then subscribe using the "NOMAIL" option under "Miscellaneous." Then, as a subscriber, you may access the archives and/or post messages at any time, while receiving NO MAIL from the list! Hake, R.R. 2009b. "Re: Active Learning in Medicine," online on the OPEN! AERA-I archives at <http://tinyurl.com/qduelo>. Post of 10 May 2009 16:56:14-0700 to AERA-I and Net-Gold. Abstract only to DrEd and PhysLrnR. See also the follow-up post "Team-Based Learning" [Hake (2009c)]. Hake, R.R. 2009c. "Team-Based Learning," online on the OPEN! AERA-I archives at <http://tinyurl.com/qp8nwm>. Post of 15 May 2009 to AERA-I, Net-Gold, PhysLrnR, and TeamLearning-L. Hake, R.R. 2009d. "Academic Discussion Lists: Faculty Lounges, Collective Short-Term Working Memories, or Academic Journals?" online at <http://hakesedstuff.blogspot.com/2009/05/academic-discussion-lists-faculty.html> with a provision for comments. Kolesnikov-Jessop, S. 2009. "Team Program Is an Experiment in Active Learning," New York Times, 29 April; online at <http://www.nytimes.com/2009/04/29/education/29iht-riedmeduke.html>. Sweet, M. 2009. "Instruments to assess team experience?" TeamLearning post of 4 Jan 2010 10:22:20-0600; online at <http://tinyurl.com/yhmwg95>. .