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Abstract Title: From Instructional Goals to Grading Practices: The Case of Graduate Students after One Semester of Teaching Experience
Abstract: Teaching assistants (TAs) are often responsible for grading student solutions. Grading communicates instructors' expectations, thus TAs have a crucial role in forming students' approaches to problem solving in physics. We investigated the grading practices and considerations of 18 first-year graduate students participating in a TA training course. The study utilized student solutions that were selected to reflect expert and novice approaches to problem solving and to elicit conflicting considerations in assigning grades. TAs were asked to list solution features and to explain how and why they weighed the different features to obtain a final score. We will describe how one semester of teaching experience impacted how the TAs grade student solutions. We will relate our results to the findings of a larger study which investigated instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course. This work is supported by the National Science Foundation.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Charles Henderson
Western Michigan University
Co-Author(s)
and Co-Presenter(s)
Alexandru  Maries, University of Pittsburg
Emily  Marshman, University of Pittsburgh
Chandralekha  Singh, University of Pittsburgh
Edit Yerushalmi, Weizmann Institute of Science

Contributed Paper

Contributed Paper: Download the Contributed Paper