PERC 2011 Abstract Detail Page
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| Abstract Title: | Grading by Conceptual Category: A Technique that Emphasizes Conceptual Understanding |
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| Abstract: | When grading a large stack of student solutions, there are two things I find most difficult; 1) determining how much each error is worth, and 2) balancing that with how much correct work the student has shown while still applying the rubric fairly. I describe a grading technique in use for a large-enrollment introductory physics course that separates student responses into concept-centered categories and effectively eliminates these two difficulties. More importantly this technique allows instructors to assign grades based on apparent conceptual understanding rather than procedural ability. Data from our study comparing traditional and categorical graders will also be discussed. |
| Abstract Type: | Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Cassandra Paul University of California-Davis 2306 East 8th Street Davis, CA 95618 |
| Co-Author(s) and Co-Presenter(s) |
Emily A. West, David Webb, Wendell H. Potter |
