Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study

Koh, Ying Yun Juliana; Rotgans, Jerome I.; Rajalingam, Preman; Gagnon, Paul; Low‐Beer, Naomi; Schmidt, Henk G.

doi:10.1007/s10459-019-09878-5

Cited by 22 publications

(12 citation statements)

References 16 publications

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“…The positive correlation between the iRATs in these two different courses are consistent with recent publications from our group that report a positive correlation between iRAT scores and overall course performance [9,14]. In this study, it is likely that improved performance in the second year course is due to overall improvement in study habits and better student management of self-directed learning time [15].…”

Section: Discussionsupporting

confidence: 90%

“…When less TBL exercises are used, such as in the WH course, this bene t is unfortunately lost. On the other hand, some may argue that extensive use of graded TBL exercises, with their associated assessments, may increase student anxiety unnecessarily [15]. Therefore, further investigation is needed to determine the optimal usage of TBL in pre-clinical medical school curricula.…”

Section: Discussionmentioning

confidence: 99%

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Implementation of Team-Based Learning (TBL) in a Second Year Medical School Course: Does Prior Experience with TBL Improve the Impact of this Pedagogy?

Behling

Carrasco

Gentile

et al. 2022

Preprint

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Background: We have shown that use of Team-based learning (TBL) in a first-year Infectious Diseases (ID) course improved final examination and course performance. Therefore, we implemented TBL in the second-year Women’s Health (WH) course to improve acquisition of course content. We hypothesized that prior experience with TBL in the first-year of medical school would lead to a strong correlation between TBL performance in the first and second years. Methods: The ID course has weekly TBL exercises that cover all course material, while the WH course has one TBL that covers a small portion of the course material. Final examination and TBL individual readiness assurance test (iRAT) scores in the ID and WH courses from three classes (n=226) were obtained with institutional review board approval. Statistical analyses were performed including comparisons of means and correlation studies. Results: Average WH iRAT scores were significantly higher than ID iRAT scores (9.19 vs. 7.40,p<0.01), and iRAT scores in both courses were highly correlated (r=0.35,p<0.01). When stratifying students based on WH course performance, in struggling students, iRAT but not final examination scores were higher in the WH course than the ID course (8.73 vs. 7.00,p<0.01 and 82.45 vs. 80.51,p>0.05, respectively). Conclusions: Our results suggest that prior experience with TBL improves TBL iRAT scores, especially in struggling students. Prior TBL experience is also associated with consistent iRAT performance between first- and second-year courses in high performing students.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Implementation of Team-Based Learning (TBL) in a Second Year Medical School Course: Does Prior Experience with TBL Improve the Impact of this Pedagogy?

Behling

Carrasco

Gentile

et al. 2022

Preprint

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“…These results confirm previously published data by Koh and colleagues that demonstrated a slight decline in formative assessment performance, but sustained performance on summative assessments. 22 Our results, along with previously published data, challenge one of the core beliefs in TBL, that graded iRATs incentivize and extrinsically motivate students' individual class preparation. 11 Foundational knowledge established through pre-class preparation is crucial within TBL for ensuring proper peerto-peer learning, supporting team answers, and achieving consensus during team application exercises.…”

Section: Discussionsupporting

confidence: 78%

Student Performance on Graded Versus Ungraded Readiness Assurance Tests in a Team-Based Learning Elective

Eudaley

Farland

Melton

et al. 2022

American Journal of Pharmaceutical Education

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Team-based Learning (TBL) is widely used in pharmacy education. There is debate regarding the necessity of graded readiness assurance tests (RATs) as incentive to complete pre-class preparation. The purpose of this study was to determine the effect of graded vs ungraded RATs on exam performance in an Ambulatory Care elective course for third year student pharmacists. Methods. For the course offered in Spring 2020 and 2021, standard TBL framework was employed. RATs were graded in 2020 (graded RAT cohort), but did not contribute to overall course grade in 2021 (ungraded RAT cohort). An online anonymous survey of students determining class preparation and perceived team accountability was administered at course completion in the ungraded RAT cohort. Results. There was no significant difference between the graded RAT (n=47) and ungraded RAT cohorts (n=36) in overall mean percentage score on individual RATs (76% vs 74%) and individual exams (82 vs 80%). Most students (69-91%) in the ungraded RAT cohort reported completing pre-class preparation assignments. Ninety-four percent agreed or strongly agreed they contributed to team members' learning and 86% agreed or strongly agreed they were proud of their ability to assist in the team's learning. Conclusion. Ungraded RATs did not significantly impact student exam performance in an elective course. Removal of this assessment that promotes the performance-approach to learning may have contributed to a shift in motivation to the mastery-approach in the context of pre-class preparation. This challenges a widely held belief that grades are necessary incentives for pre-class preparation within TBL.

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“…Several empirical studies suggest the advantage of practice tests over typical study strategies (Bangert‐Drowns et al., 1991; McDaniel et al., 2012; Phelps, 2012; Roediger & Karpicke, 2006). While the literature on the contribution of the testing effect to learning gains is quite rich, the magnitude of this effect can vary by the number of practice tests taken (Bangert‐Drowns et al., 1991; Phelps, 2012), consequences of testing (Khanna, 2015; Koh et al., 2019), test format (Adesope et al., 2017; Greving & Richter, 2018), inclusion of feedback (Butler et al., 2008; Phelps, 2012), the type of test setting, that is, laboratory versus classroom (Adesope et al., 2017; Agarwal et al., 2021), or task complexity (Roelle & Berthold, 2017; Van Gog & Sweller, 2015).…”

Section: Related Literaturementioning

confidence: 99%

Impact of different practice testing methods on learning outcomes

Akbulut

2024

Euro J of Education

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The testing effect refers to the gains in learning and retention that result from taking practice tests before the final test. Understanding the conditions under which practice tests improve learning is crucial, so four experiments were conducted with a total of 438 undergraduate students in Turkey. In the first study, students who took graded practice tests outperformed those who took them as ungraded practice. In the second study, students who took short‐answer questions before the first exam and multiple‐choice questions before the second exam scored higher on the second exam. In the third study, multiple‐choice, short‐answer and hybrid questions produced similar learning gains. In the fourth study, students who received detailed feedback immediately after class performed similarly to those who received feedback at the beginning of the next class. The results suggested the contribution of graded practice tests in general; however, the type of questions or the timing of feedback did not predict learning outcomes.

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Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study

Cited by 22 publications

References 16 publications

Implementation of Team-Based Learning (TBL) in a Second Year Medical School Course: Does Prior Experience with TBL Improve the Impact of this Pedagogy?

Implementation of Team-Based Learning (TBL) in a Second Year Medical School Course: Does Prior Experience with TBL Improve the Impact of this Pedagogy?

Student Performance on Graded Versus Ungraded Readiness Assurance Tests in a Team-Based Learning Elective

Impact of different practice testing methods on learning outcomes

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