Online GRAT Scoring to Match f2f If-At Scores Rice, Gail, EdD; Gleason, Peter PhD; Lim, Dan, PhD; Ron Carson, PhD


It appears that very little progress has been reported in transferring the entire in-class TBL experience to the asynchronous online course. In particular, it has been difficult, if not impossible, to match online scoring with traditional f2f class IRAT and GRAT scoring, with 3 points allotted to each question for both the IRAT and GRAT.

Our particular challenge involves teaching a large class with more than half of the students attending weekly in-class sessions and nearly half of the students enrolled in the online course.


We decided to focus, in particular, on finding a way to allow online students to be able to replicate the experience of f2f students using If-At forms with multiple scoring possibilities. Different scores are possible, depending on how many answer choices are scratched off before finding the best answer, when completing a GRAT asynchronously online.

Working with an instructional technology and educational games expert, we were able to develop an online program that works like an If-At form and reports the final score. If the group selects an incorrect response, they receive a message that the answer is not the best choice. The group can then select another choice, until they find the correct answer.


The program works extremely well. It can be designed to simply report whether an answer is correct or not and direct the group to the next step. It can also be designed to give specific feedback as to why an answer is not the best answer. The program calculates the final test score, adjusting for how many incorrect answers were selected before coming to the correct answer. The poster will show screen shots and a laptop will allow observers to run a 12-question RAT to observe how it works.


It is possible to have f2f and online students have similar IRAT and GRAT experiences and outcomes, using a new tool which provides a final score adjusted for the number of incorrect answers selected before the correct answer.

Meet the Authors

Gail Rice, Edd

Gail Rice has devoted her professional life to the joys of teaching in the health professions. Currently working as Director of Faculty Development for Loma Linda University, Gail is a constant student of how to effectively improve learning. She presently directs the Formative Dialogues in Teaching program for the campus, as well as plans the semi-annual Faculty Development Showcase Week. She teaches courses for faculty and graduate students on assessment and evaluation, transformative teaching and learning, collaborative learning, and online teaching. She regularly presents at conferences around the world, including the University of Southern California's Innovations in Medical Education, and is a faculty member for the Harvard Macy Program for Health Professional Educators.

Peter Gleason, PhD

Dr. Gleason was awarded a PhD in Clinical Psychology in 2011 from Loma Linda University. Since then, he has distinguished himself through years of clinical work in a variety of settings, including substance abuse hospitals, non-public special education schools, LLU Children’s Hospital, neuropsychological assessment clinics, and others. As an educator, he champions distance education, partnering with Apple to provide an unprecedented training experience for faculty at LLU. Dr. Gleason’s research interests include high-risk behaviors, adolescent populations, adverse childhood experiences, addictive behaviors, learning disabilities, educational technologies, and leadership.

Dr. Gleason has several accomplishments from the 2015-16 year. First, he was recently appointed Faculty Liaison for Digital Education, and has taken on the challenge of building a faculty development curriculum for distance educators. Second, he was honored to receive the LLU Faculty Development Showcase Lily Award Scholarship, with an invitation to present his innovative efforts in education at the February 2016 Lily Conference on Higher Education in Long Beach, CA. A final achievement, and perhaps most meaningful, was his selection by students to win the William Dysinger Excellence in Teaching Award for 2016.

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Peter Gleason

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