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Abstract Title: Grading by Conceptual Category: A Technique that Emphasizes Conceptual Understanding
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