Student and faculty attitudes toward laboratory grading

Dumon, Alain; Pickering, Miles

doi:10.1021/ed067p959

Cited by 2 publications

(2 citation statements)

References 9 publications

(18 reference statements)

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“…The practice of grading requires judgments; the instructor’s judgments serve the student as an aid to learning and also as a source of self-knowledge . The instructor’s judgments may be influenced by the beliefs they hold, especially about the purpose of student work and what should be valued in student work . We are mindful that the term “belief” is a loaded one with an extensive literature in teacher education research. − For the purposes of our study, we will directly compare what instructors say they believe about the purposes of grading and what should be valued in student work with how they go about grading in practice.…”

Section: Introductionmentioning

confidence: 99%

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Mutambuki

Fynewever

2012

J. Chem. Educ.

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In this study, we seek to understand the beliefs that chemistry faculty hold when grading student solutions in problem solving situations. We are particularly interested in examining whether a conflict exists between the chemistry faculty beliefs and the score they assign to students’ solutions. The three categorical values identified in a similar physics education study were evident as themes in our study: (i) a desire to see students’ explanation of their reasoning; (ii) a reluctance to deduct points from a student’s answer that might be correct; and (iii) projection of correct thought processes onto a student solution, even when the student does not explicitly show thought processes. The scoring of each student solution depended significantly on the weight given to each theme by an instructor. In situations where a participant expressed all the three themes, the conflict was resolved by laying a burden of proof on either the student or the instructor. In this study, a sizable minority of the participating faculty acted inconsistently, in that they stated they valued students showing their reasoning when solving problems, but they graded student work in a way that would discourage students from showing their reasoning.

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Section: Introductionmentioning

confidence: 99%

Comparing Chemistry Faculty Beliefs about Grading with Grading Practices

Mutambuki

Fynewever

2012

J. Chem. Educ.

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“…Hilosky et al opine, "Totally missing in both courses is: instructors (who) assess student learning that develops directly from laboratory experiences" (2). Further-more, in a poll of university students, Dumon found that written lab exams were seen as a favorable examination method but that "little work had been done to develop questions that will test laboratory understanding" (3). Here we introduce an end-of-term lab practical exam that tests multiple lab skills and theory that the students have acquired "directly from laboratory experiences".…”

mentioning

confidence: 99%