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Charles R. Henderson, Edit Yerushalmi, H. Vincent Kuo, Patricia Heller, and Kenneth Heller
Grading sends a direct message to students about what is expected in class. However, often there is a gap between the assigned grade and the goals of the instructor. In an interview study of faculty teaching calculus-based introductory physics, we verified that this gap exists and identified three themes that appear to shape grading decisions: (1) a desire to see student reasoning, (2) a reluctance to deduct points from a student solution that might be correct, and (3) a tendency to project correct thought processes onto a student solution. When all three themes were expressed by an instructor, the resulting conflict was resolved by placing the burden of proof on either the instructor or the student. The weighting of the themes with the burden of proof criterion explains our finding that although almost all instructors reported telling students to show their reasoning in problem solutions, about half graded problem solutions in a way that would likely discourage students from showing this reasoning.
American Journal of Physics: Volume 72, Issue 2, Pages 164-169
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=2644">Henderson, C, E. Yerushalmi, V. Kuo, P. Heller, and K. Heller. "Grading student problem solutions: The challenge of sending a consistent message." Am. J. Phys. 72, no. 2, (February 1, 2004): 164-169.</a>
AIP Format
C. Henderson, E. Yerushalmi, V. Kuo, P. Heller, and K. Heller, , Am. J. Phys. 72 (2), 164 (2004), WWW Document, (https://doi.org/10.1119/1.1634963).
AJP/PRST-PER
C. Henderson, E. Yerushalmi, V. Kuo, P. Heller, and K. Heller, Grading student problem solutions: The challenge of sending a consistent message, Am. J. Phys. 72 (2), 164 (2004), <https://doi.org/10.1119/1.1634963>.
APA Format
Henderson, C., Yerushalmi, E., Kuo, V., Heller, P., & Heller, K. (2004, February 1). Grading student problem solutions: The challenge of sending a consistent message. Am. J. Phys., 72(2), 164-169. Retrieved April 20, 2024, from https://doi.org/10.1119/1.1634963
Chicago Format
Henderson, C, E. Yerushalmi, V. Kuo, P. Heller, and K. Heller. "Grading student problem solutions: The challenge of sending a consistent message." Am. J. Phys. 72, no. 2, (February 1, 2004): 164-169, https://doi.org/10.1119/1.1634963 (accessed 20 April 2024).
MLA Format
Henderson, Charles, Edit Yerushalmi, Vince Kuo, Patricia Heller, and Kenneth Heller. "Grading student problem solutions: The challenge of sending a consistent message." Am. J. Phys. 72.2 (2004): 164-169. 20 Apr. 2024 <https://doi.org/10.1119/1.1634963>.
BibTeX Export Format
@article{
Author = "Charles Henderson and Edit Yerushalmi and Vince Kuo and Patricia Heller and Kenneth Heller",
Title = {Grading student problem solutions: The challenge of sending a consistent message},
Journal = {Am. J. Phys.},
Volume = {72},
Number = {2},
Pages = {164-169},
Month = {February},
Year = {2004}
}
Refer Export Format
%A Charles Henderson %A Edit Yerushalmi %A Vince Kuo %A Patricia Heller %A Kenneth Heller %T Grading student problem solutions: The challenge of sending a consistent message %J Am. J. Phys. %V 72 %N 2 %D February 1, 2004 %P 164-169 %U https://doi.org/10.1119/1.1634963 %O text/html
EndNote Export Format
%0 Journal Article %A Henderson, Charles %A Yerushalmi, Edit %A Kuo, Vince %A Heller, Patricia %A Heller, Kenneth %D February 1, 2004 %T Grading student problem solutions: The challenge of sending a consistent message %J Am. J. Phys. %V 72 %N 2 %P 164-169 %8 February 1, 2004 %U https://doi.org/10.1119/1.1634963 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. |
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