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The TRIPSE (Tri‐Partite Problem‐Solving Exercise) in a Large Class Setting
Author(s) -
Nastos Stash,
Rangachari P K
Publication year - 2008
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.22.1_supplement.767.1
Subject(s) - session (web analytics) , class (philosophy) , set (abstract data type) , mathematics education , reliability (semiconductor) , frame (networking) , value (mathematics) , process (computing) , computer science , psychology , medical education , medicine , artificial intelligence , machine learning , telecommunications , power (physics) , physics , quantum mechanics , world wide web , programming language , operating system
The TRIPSE is a process‐oriented problem solving exercise that mimics the scientific process: 1) Given limited information, students frame a set of possible explanations. 2) They then select their best explanation and either design experimental tests or propose avenues for further explanation. 3) Given additional information, they re‐assess their original answers. This exercise has generally been used in courses with classes of 15 to 25 students. We report our experiences using the exercise in an introductory biology class of 204 freshmen. Prior to the actual exercise, students were given a practice run followed by a feedback session. We (SN/PKR) graded all TRIPSEs independently. In an exit survey, students rated different evaluation tools used in this course (journals, critiques, abstracts, TRIPSEs, posters, etc) for their learning value in comparison to standard MCQs. The TRIPSE received the highest ratings suggesting that they valued it greatly. We later had a 3rd assessor, who was not involved in the course, grade the answers to gauge inter‐rater reliability. This exercise, which students find valuable, could be readily adapted to large classes.