物理研究生助教对评分标准的信念：经验教训
Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned
摘要：
在解决问题的过程中，专家与新手的考虑因素的解释和反思的特点是一个认知学徒的方法，专家般的解决问题的做法的发展。在评分方面，认知学徒方法要求教师将举证责任放在学生身上，即要求学生解释推理和解释解决问题的过程。然而，以前的研究教师的考虑因素时，评分显示他们不愿意使用这样的评分方法，教学的看法，把举证责任的教师的动机。本研究的重点是物理研究生教学助理（TA）谁发挥核心作用，在评分。设计了一个简短的专业发展活动，涉及引发TA的看法，关于评分，提出了一个认知学徒启发的评分规则，其次是将举证责任放在教师与学生之间的困境的讨论。在这方面，我们研究了助教的评分考虑因素和评分方法，以及短期专业发展评分活动对他们的影响。
英文摘要：
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.
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