PERC 2016 Abstract Detail Page
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| Abstract Title: | The challenges of changing TAs’ grading practices: Shifting the burden of proof from the instructor to the student |
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| Abstract: | Teaching assistants (TAs) are often responsible for grading student solutions. Their grading practices can help communicate instructors' expectations to students and play a crucial role in shaping students' approaches to problem solving and learning. Physics education researchers recommend grading practices that place the burden of proof for showing evidence of understanding on students. However, without guidance and support, TAs may have undesirable beliefs regarding grading and undesirable grading practices. The purpose of this study is to investigate how TAs apply a carefully designed grading rubric that appropriately weights the problem-solving process and whether use of the rubric supports the development of desirable grading practices that place the burden of proof on the student. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Edit Yerushalmi Department of Science Teaching, Weizmann Institute of Science 234 Herzl St., Rehovot, Israel, Non U.S. 7610001 |
| Co-Author(s) and Co-Presenter(s) |
Ryan Sayer, Department of Physics and Astronomy, University of Pittsburgh Emily Marshman, Department of Physics and Astronomy, University of Pittsburgh Charles Henderson, Department of Physics, Western Michigan University Chandralekha Singh, Department of Physics and Astronomy, University of Pittsburgh |
