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Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems
written by
Charles R. Henderson, Emily Marshman, Ryan Sayer, Chandralekha Singh, and Edit Yerushalmi
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them develop problem solving skills and learn physics. However, TAs may not have developed effective grading practices and may grade student solutions in introductory and advanced courses differently. In the context of a TA professional development course, we asked TAs to grade student solutions to introductory physics and quantum mechanics problems and explain why their grading approaches were different or similar in the two contexts. TAs expected and rewarded reasoning more frequently in the QM context. Our findings suggest that these differences may at least partly be due to the TAs not realizing that grading can serve as a formative assessment tool and also not thinking about the difficulty of an introductory physics problem from an introductory physics student's perspective.
Physics Education Research Conference 2016
Part of the PER Conference series Sacramento, CA: July 20-21, 2016 Pages 140-143
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=14213">Henderson, C, E. Marshman, R. Sayer, C. Singh, and E. Yerushalmi. "Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems." Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016.</a>
AIP Format
C. Henderson, E. Marshman, R. Sayer, C. Singh, and E. Yerushalmi, , presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566).
AJP/PRST-PER
C. Henderson, E. Marshman, R. Sayer, C. Singh, and E. Yerushalmi, Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566>.
APA Format
Henderson, C., Marshman, E., Sayer, R., Singh, C., & Yerushalmi, E. (2016, July 20-21). Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems. Paper presented at Physics Education Research Conference 2016, Sacramento, CA. Retrieved April 28, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566
Chicago Format
Henderson, C, E. Marshman, R. Sayer, C. Singh, and E. Yerushalmi. "Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems." Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566 (accessed 28 April 2024).
MLA Format
Henderson, Charles, Emily Marshman, Ryan Sayer, Chandralekha Singh, and Edit Yerushalmi. "Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems." Physics Education Research Conference 2016. Sacramento, CA: 2016. 140-143 of PER Conference. 28 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566>.
BibTeX Export Format
@inproceedings{
Author = "Charles Henderson and Emily Marshman and Ryan Sayer and Chandralekha Singh and Edit Yerushalmi",
Title = {Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems},
BookTitle = {Physics Education Research Conference 2016},
Pages = {140-143},
Address = {Sacramento, CA},
Series = {PER Conference},
Month = {July 20-21},
Year = {2016}
}
Refer Export Format
%A Charles Henderson %A Emily Marshman %A Ryan Sayer %A Chandralekha Singh %A Edit Yerushalmi %T Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems %S PER Conference %D July 20-21 2016 %P 140-143 %C Sacramento, CA %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566 %O Physics Education Research Conference 2016 %O July 20-21 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Henderson, Charles %A Marshman, Emily %A Sayer, Ryan %A Singh, Chandralekha %A Yerushalmi, Edit %D July 20-21 2016 %T Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems %B Physics Education Research Conference 2016 %C Sacramento, CA %P 140-143 %S PER Conference %8 July 20-21 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14213&DocID=4566 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems:Know of another related resource? Login to relate this resource to it. |
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