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Learning Assistants as constructors of feedback: How are they impacted?
written by Paul C. Hamerski, Paul W. Irving, and Daryl McPadden
Project and Practices in Physics (P-Cubed) is a flipped section of introductory, calculus-based physics, which is designed with a problem-based learning approach where students work in groups on complex physics problems. Learning Assistants (LAs) are critical to the course, where they each function as a primary instructor for four to eight students by asking questions and prompting discussion during class. LAs in P-Cubed also write individualized weekly feedback to each of their students, which is meant to offer suggestions to the student for how to improve their work in class and provide the student with a justification for their in-class grade. We conducted semi-structured interviews with LAs to examine the ways that they construct feedback and how this impacts their own experiences as students taking classes. In this paper, we examine and discuss the reflections of one such LA as a case study for the impact feedback can have.
Physics Education Research Conference 2018
Part of the PER Conference series
Washington, DC: August 1-2, 2018
Subjects Levels Resource Types
Education - Applied Research
- Teacher Preparation
= Early Teaching Experiences
Education - Basic Research
- Assessment
= Formative Assessment
- Communication
= Writing
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
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.2018.pr.Hamerski
Keyword:
PERC 2018
Record Creator:
Metadata instance created December 31, 2018 by Lyle Barbato
Record Updated:
December 31, 2018 by Lyle Barbato
Last Update
when Cataloged:
December 31, 2018
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Record Link
AIP Format
P. Hamerski, P. Irving, and D. McPadden, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939).
AJP/PRST-PER
P. Hamerski, P. Irving, and D. McPadden, Learning Assistants as constructors of feedback: How are they impacted?, presented at the Physics Education Research Conference 2018, Washington, DC, 2018, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939>.
APA Format
Hamerski, P., Irving, P., & McPadden, D. (2018, August 1-2). Learning Assistants as constructors of feedback: How are they impacted?. Paper presented at Physics Education Research Conference 2018, Washington, DC. Retrieved April 8, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939
Chicago Format
Hamerski, P, P. Irving, and D. McPadden. "Learning Assistants as constructors of feedback: How are they impacted?." Paper presented at the Physics Education Research Conference 2018, Washington, DC, August 1-2, 2018. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939 (accessed 8 April 2020).
MLA Format
Hamerski, Paul C., Paul Irving, and Daryl McPadden. "Learning Assistants as constructors of feedback: How are they impacted?." Physics Education Research Conference 2018. Washington, DC: 2018. of PER Conference. 8 Apr. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939>.
BibTeX Export Format
@inproceedings{ Author = "Paul C. Hamerski and Paul Irving and Daryl McPadden", Title = {Learning Assistants as constructors of feedback: How are they impacted?}, BookTitle = {Physics Education Research Conference 2018}, Address = {Washington, DC}, Series = {PER Conference}, Month = {August 1-2}, Year = {2018} }
Refer Export Format

%A Paul C. Hamerski
%A Paul Irving
%A Daryl McPadden
%T Learning Assistants as constructors of feedback: How are they impacted?
%S PER Conference
%D August 1-2 2018
%C Washington, DC
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939
%O Physics Education Research Conference 2018
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Hamerski, Paul C.
%A Irving, Paul
%A McPadden, Daryl
%D August 1-2 2018
%T Learning Assistants as constructors of feedback: How are they impacted?
%B Physics Education Research Conference 2018
%C Washington, DC
%S PER Conference
%8 August 1-2
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14792&DocID=4939


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