Q: Where does this put the current TA set up?
On 2/14/11 8:54 AM, "[log in to unmask]" <[log in to unmask]> wrote:
Steve,
One thing that we're considering as part of the redesign of CADE is Supplemental Instruction (SI). The Supplemental Instruction model might provide some of the structured peer-to-peer contact you're looking for. The idea is that highly trained students would work closely with the professor, attend the course, and then hold outside-of-class sessions in which they would enrich the students' understanding with additional examples, review, practice, etc. There is an institute for Supplemental Instruction at UMKC: http://www.umkc.edu/cad/si/overview.shtml.
In colleges/universities where this method is used, supplemental (peer) instructors are rigorously trained, and they receive credit for their work. Some academic programs (such as the psychology program at Bridgewater University) are even building service as an SI leader into the curriculum for the major (they call it a "practicum").
Supplemental Instruction is pretty standard practice in many schools around the country, so there really shouldn't be any administrative sort of hurdles (FERPA-style). Again, this is just something we've been talking about, and it's not something we're at all ready to put in place for next school year. It will require lots of background work first. If you're interested in this, though, give me a call.
Amy Crouse-Powers
Amy Crouse-Powers
Interim Coordinator
Center for Academic Development & Enrichment
215 Alumni Hall
436-2819
SUNY Oneonta
P Think before you print! Please consider the environment before printing this email
From: Teaching Breakfast List [mailto:[log in to unmask]] On Behalf Of Gilbert, Steven ([log in to unmask])
Sent: Sunday, February 13, 2011 3:21 PM
To: [log in to unmask]
Subject: Re: Student Grading Question
Group: I think it is time for SUNY-Oneonta to revisit the range of activities permitted of Teaching Assistants. The current rules are unduly restrictive, in my opinion.
During the late 1970s and early 1980s, I employed a large number of TAs in my Introductory Psychology classes. About ½ of the points that counted toward students' grades were earned by taking quizzes - one quiz per chapter of the text (for a total of 13). There were 4 alternate forms of each quiz. At designated times during the week, students could go to a room in which the quizzes were administered. A TA would consult a spreadsheet to determine which forms of the quiz the student had not taken, and randomly choose a version of the quiz from among those forms. The student would be given a copy of the quiz, find a seat, and take it. A second TA monitored the process. When a student completed a quiz, she brought it to the monitoring TA, who accompanied her next door, where a group of 2-4 additional TAs were waiting. The student would sit down with a TA, who would quickly grade the quiz (as the student watched). Then the two would spend time going over the questions the student missed, discussing both content and quiz-taking strategy. Afterwards, the student returned to the first room and handed the quiz to the TA at the desk, who recorded the grade on the master spreadsheet. At that point, the student had the option of considering the quiz-process for the chapter complete, or taking an alternate form of the quiz, with the understanding that the final quiz grade would be the mean of scores earned on each form of the quiz taken by the student.
Feedback from students (both formal and informal) was extremely positive. During the 3 or 4 years I used this system, there did not appear to be a single instance of cheating (by TAs or students). The TAs appreciated the responsibility and the trust they were given, and the students respected a process that they saw was designed to help and benefit them. It seemed to be a win (student) - win (TA) - win (teacher) - win (college) situation.
Of course, such a system would be entirely forbidden under today's college rules governing TAs. I don't think it should be.
Steve.
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Steven J. Gilbert, Ph.D.
Professor of Psychology
State University of New York, College at Oneonta
[log in to unmask]
Phone: 607-436-2557 Office: FITZ 416
Home Page: http://employees.oneonta.edu/gilbersj/stevepage.htm <http://employees.oneonta.edu/gilbersj/stevepage.htm>
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________________________________
From: Teaching Breakfast List [[log in to unmask]] On Behalf Of Nepkie, Janet ([log in to unmask])
Sent: Saturday, February 12, 2011 1:27 PM
To: [log in to unmask]
Subject: Re: Student Grading Question
Friends,
It has been brought to my attention that my previous posting about FERPA regulations was difficult to read due to formatting problems. In an effort to improve that situation, I've sent three attachments with what I believe are clear explanations of the FERPA regs.
It seems to me that our own college has created policies that go far beyond any rules regarding student privacy that are imposed by FERPA. There may be excellent reasons for our local policies. It's also possible, of course, that it's time for us to take a fresh look at our local policies. A review of local policies might allow us, for example, to strengthen the learning experience of Teaching Assistants by making it possible for them to do more than our current policies allow.
Of course, Maureen Artale, our Registrar, is an expert on all FERPA rules and college policies. If we have additional questions about FERPA, I know, from personal experience, that she can answer them.
Thanks
Janet
Dr. J. Nepkie
SUNY Distinguished Service Professor
Professor of Music and Music Industry
Fine Arts 145
State University College
Oneonta, NY 13820
tele: (607) 436 3425
fax: 607 436 2718
[log in to unmask]
From: "Helser, Terry ([log in to unmask])" <[log in to unmask]>
Reply-To: Teaching Breakfast List <[log in to unmask]>
Date: Thu, 10 Feb 2011 14:12:40 -0500
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: Student Grading Question
Well said, Janet. This is a nuanced, but clear and important distinction that seems lacking in the FH statement, unless I misread it. That is what I have always done in these labs. They have input and I report relevant, anonymous results to the evaluated teams, but I and/or the course instructor give their grades. Agreed?
Cheers!
Terry
________________________________
From: Janet Nepke <[log in to unmask] <UrlBlockedError.aspx> >
Reply-To: Teaching Breakfast List <[log in to unmask] <UrlBlockedError.aspx> >
Date: Thu, 10 Feb 2011 13:52:12 -0500
To: <[log in to unmask] <UrlBlockedError.aspx> >
Subject: Re: Student Grading Question
I am in total agreement with Joanne. Teachers have the responsibility and
authority to give grades. Students may evaluate the work of other
students, and we may judge them on their ability to evaluate, but only
teachers should make evaluations that lead to grades.
Example: A small group of my students must post questions each week about
ethical practices of the music and entertainment industry. The rest of
the students are required to answer the question based on criteria I've
established, and then the original group is required to evaluate the
answers received. I often comment to students on their success or lack of
success at each step of this assignment, and I give the final grade for
the entire exercise.
Thanks,
Janet
Dr. J. Nepkie
SUNY Distinguished Service Professor
Professor of Music and Music Industry
Fine Arts 145
State University College
Oneonta, NY 13820
tele: (607) 436 3425
fax: 607 436 2718
[log in to unmask] <UrlBlockedError.aspx>
On 2/10/11 1:21 PM, "Curran, Joanne ([log in to unmask]) <UrlBlockedError.aspx> "
<[log in to unmask] <UrlBlockedError.aspx> > wrote:
>Education majors can practice evaluating and assigning grades without
>actually grading their peers. I think having students give an evaluation
>in labs or for oral reports or other projects is great, but my read on
>the FH is that those should not be influencing final course grades.
>
>Joanne Curran, Ph.D.
>Associate Dean
>Division of Education
>205A Fitzelle Hall
>SUNY College at Oneonta
>Oneonta, NY 13820-4015
>(607) 436-2541
>
>-----Original Message-----
>From: Teaching Breakfast List [mailto:[log in to unmask]] On
>Behalf Of Helser, Terry ([log in to unmask] <UrlBlockedError.aspx> )
>Sent: Thursday, February 10, 2011 1:12 PM
>To: [log in to unmask] <UrlBlockedError.aspx>
>Subject: Student Grading Question
>
>All interested parties,
> Can students evaluate other student's performances like team oral
>reports?
>The Faculty Handbook, which I know may not have any/full force of
>law/policy, says:
>"Students and Grading
>Students (including work study students, teaching assistants, etc.) must
>not
>be permitted to participate in any form of grading. This includes, but is
>not limited to, evaluating and/or assigning grades, posting grades,
>handling
>grade change forms or grade sheets." p. 75
>I have lab teams fill out a rubric evaluating other teams' reports and use
>them with my own to arrive at a grade for each student. I feel this is a
>valid and useful experience for all of them, but particularly for
>education
>majors. How do prospective teachers learn to evaluate their students
>without
>training and practice in education courses? Am I missing something? Seems
>like a catch 22, if the FH is taken literally.
>Cheers!
>Terry