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Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
written by Charles R. Henderson, Emily Marshman, Alexandru Maries, Edit Yerushalmi, and Chandralekha Singh
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in physics. We investigated the change in grading practices and considerations of 18 first-year graduate students participating in a TA professional development (PD) course. The TAs were asked to state their beliefs about the purpose of grading, to grade a set of specially designed student solutions, and to explain their grading decisions. We found that after one semester of teaching experience and participation in PD, TAs did not significantly change their goals for grading (i.e., a learning opportunity for both the student and the instructor) or their grading practice. In addition, TAs' grading practice frequently did not align with their goals. However, some TAs' perceptions of the level of explication required in a student solution did change. Our findings suggest that in order for PD to help TAs better coordinate their goals with appropriate grading practices, PD should focus on TAs' perception of sufficient reasoning in student solutions.
Physics Education Research Conference 2014
Part of the PER Conference series
Minneapolis, MN: July 30-31, 2014
Pages 111-114
Subjects Levels Resource Types
Education Foundations
- Problem Solving
= Frameworks
Education Practices
- Professional Development
- Teacher Preparation
= Induction and Mentoring
- Graduate/Professional
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2014.pr.024
PACSs:
01.40.Fk
01.40.J-
01.40.jc
Keywords:
Grading, PERC 2014, Problem Solving, TA professional development, Teaching Assistants
Record Creator:
Metadata instance created April 24, 2015 by Lyle Barbato
Record Updated:
May 31, 2015 by Bruce Mason
Last Update
when Cataloged:
April 28, 2015
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Henderson, E. Marshman, A. Maries, E. Yerushalmi, and C. Singh, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060).
AJP/PRST-PER
C. Henderson, E. Marshman, A. Maries, E. Yerushalmi, and C. Singh, Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience, presented at the Physics Education Research Conference 2014, Minneapolis, MN, 2014, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060>.
APA Format
Henderson, C., Marshman, E., Maries, A., Yerushalmi, E., & Singh, C. (2014, July 30-31). Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience. Paper presented at Physics Education Research Conference 2014, Minneapolis, MN. Retrieved December 14, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060
Chicago Format
Henderson, C, E. Marshman, A. Maries, E. Yerushalmi, and C. Singh. "Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience." Paper presented at the Physics Education Research Conference 2014, Minneapolis, MN, July 30-31, 2014. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060 (accessed 14 December 2017).
MLA Format
Henderson, Charles, Emily Marshman, Alexandru Maries, Edit Yerushalmi, and Chandralekha Singh. "Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience." Physics Education Research Conference 2014. Minneapolis, MN: 2014. 111-114 of PER Conference. 14 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060>.
BibTeX Export Format
@inproceedings{ Author = "Charles Henderson and Emily Marshman and Alexandru Maries and Edit Yerushalmi and Chandralekha Singh", Title = {Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience}, BookTitle = {Physics Education Research Conference 2014}, Pages = {111-114}, Address = {Minneapolis, MN}, Series = {PER Conference}, Month = {July 30-31}, Year = {2014} }
Refer Export Format

%A Charles Henderson
%A Emily Marshman
%A Alexandru Maries
%A Edit Yerushalmi
%A Chandralekha Singh
%T Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
%S PER Conference
%D July 30-31 2014
%P 111-114
%C Minneapolis, MN
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060
%O Physics Education Research Conference 2014
%O July 30-31
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Henderson, Charles
%A Marshman, Emily
%A Maries, Alexandru
%A Yerushalmi, Edit
%A Singh, Chandralekha
%D July 30-31 2014
%T Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
%B Physics Education Research Conference 2014
%C Minneapolis, MN
%P 111-114
%S PER Conference
%8 July 30-31
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13461&DocID=4060


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