Shifting Participation Grade Policies to Value More Kinds of Student Engagement

Autor/in	Chessey, Mary K.
Titel	Shifting Participation Grade Policies to Value More Kinds of Student Engagement
Quelle	In: Physics Teacher, 59 (2021) 1, S.16-18 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Physics; Science Instruction; Learner Engagement; Grading; Gender Differences; Ethnicity; Student Participation; Introductory Courses; Teaching Assistants; Asian American Students; Females; Graduate Students; Science Teachers; Educational Experience; Social Bias; Undergraduate Students; Gender Bias + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notengebung; Schulnote; Geschlechterkonflikt; Ethnizität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Einführungskurs; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungserfahrung; Geschlechterstereotyp
Abstract	This is a story about discovering a bias that affected participation grades in my Introductory Physics for Life Sciences class. My expectation, that actively engaged students tended to talk frequently in my presence as their teaching assistant, would have erased two students' outstanding performances if not for the participation grade policies described here. The two students, Diana and Alice (pseudonyms), both appeared to be Asian American women, which prompted a quick check for possible course-wide bias in participation grades by students' gender and ethnicity. The quick check--a quantitative analysis--suggested that in-class participation by multiple different groups of Asian American women may have been undervalued on average by graduate physics teaching assistants, though this requires further analysis. My perspective of Diana's and Alice's top performances along with the informal check connects to published research on Asian American student experiences. I also present practical suggestions for physics educators, who could benefit from critically reflecting on what values and biases may be baked into their grading schemes. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01