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| Autor/inn/en | Herridge, Michelle; Talanquer, Vicente |
|---|---|
| Titel | Dimensions of Variation in Chemistry Instructors' Approaches to the Evaluation and Grading of Student Responses |
| Quelle | In: Journal of Chemical Education, 98 (2021) 2, S.270-280 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Herridge, Michelle) ORCID (Talanquer, Vicente) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| Schlagwörter | Science Instruction; College Science; Grading; Student Evaluation; Formative Evaluation; Summative Evaluation; Chemistry; College Faculty; Undergraduate Students; Evaluation Methods; Teaching Assistants; Faculty Development; Teacher Competencies |
| Abstract | Chemistry faculty instructors (FIs) and graduate student instructors (GSIs) regularly engage in the evaluation and grading of student responses in formal formative and summative assessments. In this study, we identified dimensions of variation in these instructors' approaches to the evaluation and grading of students' answers. Using qualitative methods of research, we conducted individual interviews in which participating chemistry FIs and GSIs were asked to evaluate and grade the same set of students' responses to a typical exam prompt and justify their decisions. Our results indicate that an observed variability in assigned grades emerged from the complex interaction of explicit and implicit decisions made and preferences manifested along various dimensions. Our findings suggest avenues for the professional development of chemistry instructors that can help reduce grading variability. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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