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Sue Marcoe – Wappingers Falls School District (New York State)
Sue and her colleague, John Lane, presented their results of a two-year study of the IF-AT at the 2004 STANYS Conference held in Upstate New York. Measurements showed that the overwhelming number of statistically significant comparisons had better learning and retention in the IF-AT group during each experiment.
"The IF-AT is an important component of our Team-Based Learning approach.
The immediacy of the feedback allows team members quickly to correct their misconceptions of the subject matter and, even more importantly, learn how to work together effectively. The IF-AT virtually eliminates the problem of one or two members dominating team discussions. "Pushy" members are only one scratch away from having to "eat crow" and quiet members are one scratch away from being validated and 2 scratches away from being told that they need to speak up. The impact of the IF-AT on student learning is dramatic, as rooms often fill with cheers and high fives when correct answers are identified--and moans when answers are missed."
Larry Michaelsen, Ph.D. Central Missouri State University
Dee Fink, Ph.D. University of Oklahoma
Larry and Dee have given numerous nationwide workshops on Team-Based Learning incorporating the IF-AT. Click here for a video demonstration of the IF-AT used during Team-Based Learning. For more information on Team-Based Learning, please visit www.teambasedlearning.org.
Dear Dr. Epstein,
First let me tell you how delighted my students and I were with the IF-AT testing materials. The students (8th grade American History) thought taking the "scratcher test" was a blast! Most said they usually "were afraid" when they take a test, but with the IF-AT answer sheet it was more like playing a game so they forgot to be nervous. They loved having a second chance to get the answer correct and, for the most part, overall grades went WAY up. If they missed it the first try, they almost always got it on the second. They (and their parents) were very pleased.
What I saw that I liked was that they were taking extra time to re-read each question carefully BEFORE trying to answer because they wanted to "win" the first time. Many times I saw a student reach down to scratch off their answer, then stop and read it again just to make sure. Even if I hadn't given points for the second try, I'm sure grades would have gone up just because they wanted that star on the first try.
From my own management standpoint there were a number of things I LOVED about the IF-AT process. First, with over 150 students, even an objective test is often time-consuming to grade. Students want and need to know their scores immediately and with the IF-AT system, they are able to calculate their own score immediately. I don't even have to return the test, and if I need a few days to calculate the scores for my grade book, I can have them. Best of all, the IF-AT process completely turned students from "She gave me a C" (or A, or F) to "I got a C" (or A, or F.)
My colleagues are intrigued with the IF-AT system. Our language arts teachers are particularly interested. Next year they will be going from 25 students in a class to up to 35. If they can use the IF-AT testing forms for their grammar objective tests, they will have more time for grading the endless essays that our district requires as part of our retention assessment process. I am hoping to convince our school Leadership Team to authorize a large order through our School Improvement Program. This should not prove to be any problem. In California we are focused right now on spending money to help our at-risk students succeed. The IF-AT testing materials
are perfect for our at-risk students.
Debi Miller - Las Colinas School District (California)
Debi teaches 8th grade American History and is currently running a pilot
program comparing the results of testing with the IF-AT and testing without it.
“I have found the IF-AT form to be a wonderful contribution to my use of Team-Based Learning in the classroom. Because the students get feedback about their responses immediately and are able to celebrate or mourn their choices as a group, team cohesion is greatly supported. As a result, the commitment to the group and their preparation for the tests are, I believe, very much enhanced. Together, the IF-AT and Team-Based Learning have played an important role in the growth of my elective course from an enrollment of 25 to over 400 students.”
Jane Connor, Ph.D., Assoc. Prof. of Human Development,
Binghamton University
“IF-AT forms turn stressful testing periods into enjoyable experiences for students. Believe it or not, my students laugh and cheer while taking a test, even if they aren't scoring as well as they'd like. At the same time, students are receiving immediate feedback on both their performance and the correct answers, eliminating the need to "go over" the exam later. I'll never go back to standard testing methods!”
Dr. Laura Madsen, Assistant Professor of Psychology
New Mexico State University
"In my courses, the teams receive 5 points if they select the correct answer the first time, 3 points if the second selection is correct, 1 point the third time, and 0 points if more than 3 selections are needed. The teams quickly learn that no one person has all the right answers, and that consensus works best. As a result, the members engage in spirited debate (and have to argue about their understanding of the assigned material) before they actually do a "scratch off".
I also use this with a course in graduate nursing theory. The students often comment, upon finishing the group activity using the IF-AT, on how much fun it is - and being somewhat surprised that taking a quiz could be fun!
I have found the IF-AT to be a great tool to encourage student learning!”
Maryanne Garon RN, DNSc
California State University, Fullerton
Maryanne is an Assistant Professor and the Graduate Program Coordinator
at California State University, Fullerton |
