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Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
written by Edit Yerushalmi, Ryan Sayer, Emily Marshman, Charles R. Henderson, and Chandralekha Singh
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-like problem solving practices. In the context of grading, a cognitive apprenticeship approach requires that instructors place the burden of proof on students, namely, that they require explanations of reasoning and explication of problem-solving processes. However, prior research on instructors' considerations when grading revealed their reluctance to use such a grading approach, motivated by a perception of teaching that places the burden of proof on the instructor. This study focuses on physics graduate teaching assistants (TAs) who play a central role in grading. A short professional development activity was designed that involved eliciting TAs' perceptions regarding grading, presenting a cognitive apprenticeship-inspired grading rubric, followed by a discussion of the dilemma between placing the burden of proof on the instructor vs. the student. In this context, we examined TAs' grading considerations and approaches towards grading and the effect of the short professional development grading activity on them.
Physics Education Research Conference 2016
Part of the PER Conference series
Sacramento, CA: July 20-21, 2016
Pages 408-411
Subjects Levels Resource Types
Education Foundations
- Learning Theory
= Cognitive Apprenticeship
- Problem Solving
= Expert-Novice Comparisons
= Metacognition
- Sample Population
= Instructor: TA
Education Practices
- Professional Development
- Graduate/Professional
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Professional/Practitioners
- 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.2016.pr.097
Keyword:
PERC 2016
Record Creator:
Metadata instance created December 1, 2016 by Lyle Barbato
Record Updated:
December 28, 2016 by Lyle Barbato
Last Update
when Cataloged:
December 29, 2016
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Record Link
AIP Format
E. Yerushalmi, R. Sayer, E. Marshman, C. Henderson, and C. Singh, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635).
AJP/PRST-PER
E. Yerushalmi, R. Sayer, E. Marshman, C. Henderson, and C. Singh, Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned, presented at the Physics Education Research Conference 2016, Sacramento, CA, 2016, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635>.
APA Format
Yerushalmi, E., Sayer, R., Marshman, E., Henderson, C., & Singh, C. (2016, July 20-21). Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned. Paper presented at Physics Education Research Conference 2016, Sacramento, CA. Retrieved July 15, 2018, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635
Chicago Format
Yerushalmi, E, R. Sayer, E. Marshman, C. Henderson, and C. Singh. "Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned." Paper presented at the Physics Education Research Conference 2016, Sacramento, CA, July 20-21, 2016. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635 (accessed 15 July 2018).
MLA Format
Yerushalmi, Edit, Ryan Sayer, Emily Marshman, Charles Henderson, and Chandralekha Singh. "Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned." Physics Education Research Conference 2016. Sacramento, CA: 2016. 408-411 of PER Conference. 15 July 2018 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635>.
BibTeX Export Format
@inproceedings{ Author = "Edit Yerushalmi and Ryan Sayer and Emily Marshman and Charles Henderson and Chandralekha Singh", Title = {Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned}, BookTitle = {Physics Education Research Conference 2016}, Pages = {408-411}, Address = {Sacramento, CA}, Series = {PER Conference}, Month = {July 20-21}, Year = {2016} }
Refer Export Format

%A Edit Yerushalmi
%A Ryan Sayer
%A Emily Marshman
%A Charles Henderson
%A Chandralekha Singh
%T Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
%S PER Conference
%D July 20-21 2016
%P 408-411
%C Sacramento, CA
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635
%O Physics Education Research Conference 2016
%O July 20-21
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Yerushalmi, Edit
%A Sayer, Ryan
%A Marshman, Emily
%A Henderson, Charles
%A Singh, Chandralekha
%D July 20-21 2016
%T Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
%B Physics Education Research Conference 2016
%C Sacramento, CA
%P 408-411
%S PER Conference
%8 July 20-21
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14281&DocID=4635


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