Authoring Scratchie
To add a Scratchie activity to your design, just drag and drop the activity in the authoring canvas and double click on it to set it up.
Scratchie Content
On the Basic or Content tab, you are able to set:
Title Make sure you use a meaningful title that summarises what the students are meant to do.
Instructions Add general instructions for the students on what they are expected to do during this team assessment.
Adding Questions
Just like all the other assessment activities in LAMS, you are able to add multiple questions to this assessment. For Scratchie you can use the following question types:
Multiple Choice questions (single or multiple selection answers)
Very short answer questions
You can add these questions directly or importing them from QTI or Word format using this template.
Question Bank
If you have already added questions to the Mighty Question Bank, then you can search for them and add them into Scratchie.
Advanced Settings
Question options
Advanced options
Give an extra mark if the first attempt is correct: when this option is ON, then students get a bonus point additionally for selecting the correct answer in their first attempt.
Enable burning question: when enable, the student leader will be able to add a challenge or burning question to each question in the assessment.
Include discussion pad for question: when enabled, each student is able to add their own selection order for the leader to review. Ideal for asynchronous assessment.
Asynchronous team assessment!
When running your team assessment asynchronously (not all the students are accessing the assessment at the same time), the "Include discussion pad" option is very useful as each individual student can add their suggestion for the leader to choose. This also allows students to discuss the different options asynchronously.
Shuffle questions: when enable, questions will be shuffled for all teams. Note that this option does not work when burning questions are enabled.
Require double click to reveal an answer: In case of summative assessment, it is a good idea to select this option so no accidental clicking of an answer results in a submission.
Show results to learners after completion: when enabled, students will be able to see a results page with all the details of their team selections as well as the burning questions raise by their team and others.
Time limit: you can set a time limit restriction in minutes. When this is set, then the a countdown timer will be displayed for all students indicating the amount of time left to complete the assessment.
Time management for assessments
Note that you can change the time restrictions for assessments in LAMS at any time when you run the lesson. There are various times to set time restrictions.
Importing Answers and confidence levels from iRAT
If you are using the scratchie, it is likely that you are using it in the context of a Team-Based Learning design.
If so, you can configure the tRAT to show the teams the answers that they picked in the iRAT.
Showing teams' iRAT answers in the tRAT
In research studies at LKC School of Medicine, using this features has improved the team's discussion and significantly shorten the time each team requires to decide on an answer as a team
In the Data Import section, select the name of the iRAT activity.
In case you or your students might not feel comfortable showing their answer to other members of the team (due to shyness or embarasement -perhaps), you can choose to "Do not display students' name with confidence level (anonymous)". This will then just display that "a student" has selected an option without display their names.
Educational insight!
This feature to anonymise the names was introduced because in some contexts students were feeling somewhat aprehensive to show their answers. But as they feel more comfortable with their team, they have asked the teachers to switch the anonymity off as it helps them share their views easily and contributes to keep other students in the team accountable.
Scoring for questions
As mentioned earlier, on each unsuccessful attempt, the students get less and less marks.
For illustration, let's say a question has 5 possible answers (A, B, C, D and E -and B is the correct answer).
If the students agree to choose:
"B" in their first attempt, then the team will get 4 points for the question.
If the team selected an incorrect answer in their first attempt and then - in their second attempt, they select "B" (correct), as they already had a 1st incorrect attempt the team will only get 2 points for this question.
If they had two incorrect attempts, and on their third attempt, they choose the correct answer ("B"), then the team will get only 1 point.
Any further attempts after their third will render the team no points.
However, you can change the default scoring by changing the marking allocation as follows:
Separate the marks to be given to each attempt by a comma. For instance, if you want the team to get 10 points on first attempt, then 5 on second, -2 on third and -10 on fourth; then just change the allocation to be "10,5,-2,-10".
Learning Outcomes
Mapping learning outcomes to activities is very useful for curriculum mapping.
As with all activities in LAMS, you can map your learning outcomes to this activity. If you want to add a learning outcome, just search for the particular outcome or type a new one it will be added to your list of learning outcomes for the future.
You can search Learning Outcomes by code or name.
Reflection and End of Activity
As in all LAMS activities, you are able to get your students to reflect on the activity as soon as they finish. This is an important part of learning and research shows that it is when we reflect upon what we just learn that long lasting learning forms.
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