研究生一学期教学目标与评分实践
Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience
摘要：
助教通常负责给学生的解决方案打分。由于评分传达了教师的期望，助教的评分决定在形成学生的物理问题解决方法（PS）方面起着至关重要的作用。我们调查了18名一年级研究生参加TA专业发展（PD）课程的评分实践和考虑因素的变化。助教们被要求陈述他们对评分目的的看法，对一组专门设计的学生解决方案进行评分，并解释他们的评分决定。我们发现，经过一个学期的教学经验和参与PD，助教并没有显着改变他们的评分目标（即，学生和教师的学习机会）或他们的评分实践。此外，助教的评分实践经常与他们的目标不一致。然而，一些助教对学生解决问题所需的解释程度的看法确实发生了变化。我们的研究结果表明，为了PD，以帮助TA更好地协调他们的目标与适当的评分做法，PD应侧重于TA的看法，充分的推理，在学生的解决方案。
英文摘要：
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.
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