Impact of perceived grading practices on students' beliefs about experimental physics
written by
Bethany R. Wilcox and H. J. Lewandowski
Student learning in undergraduate physics laboratories has been a growing area of focus within the PER community. Lab courses have been called out as critical elements of the undergraduate curriculum, particularly with respect to improving students' attitudes and beliefs about experimental physics. Previous work within lab learning environments has focused on the effectiveness of curricular innovations or changes to pedagogy; however, one aspect of the learning environment that has not be investigated is the impact of grading practices on students' beliefs and practices. We explore the possible link between students' perceptions of what is valued and rewarded by course grades and their beliefs about the nature and importance of experimental physics as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). We find that there is a significant correlation between students' perceptions of the value of certain activities and their personal epistemologies with respect to those activities.
Physics Education Research Conference 2017
Part of the PER Conference Juried Paper series
Cincinnati, OH: July 26-27, 2017
Pages 19-22
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=14682">Wilcox, Bethany, and Heather J. Lewandowski. "Impact of perceived grading practices on students' beliefs about experimental physics." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017.</a>
B. Wilcox and H. Lewandowski, , presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859).
B. Wilcox and H. Lewandowski, Impact of perceived grading practices on students' beliefs about experimental physics, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859>.
Wilcox, B., & Lewandowski, H. (2017, July 26-27). Impact of perceived grading practices on students' beliefs about experimental physics. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved April 3, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859
Wilcox, Bethany, and Heather J. Lewandowski. "Impact of perceived grading practices on students' beliefs about experimental physics." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859 (accessed 3 April 2025).
Wilcox, Bethany, and Heather J. Lewandowski. "Impact of perceived grading practices on students' beliefs about experimental physics." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 19-22 of PER Conference Juried Paper. 3 Apr. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859>.
%0 Conference Proceedings %A Wilcox, Bethany %A Lewandowski, Heather J. %D July 26-27 2017 %T Impact of perceived grading practices on students' beliefs about experimental physics %B Physics Education Research Conference 2017 %C Cincinnati, OH %P 19-22 %S PER Conference Juried Paper %8 July 26-27 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14682&DocID=4859
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