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ERIC Number: EJ1045742
Record Type: Journal
Publication Date: 2014-Nov
Pages: 4
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0031-921X
Grading by Response Category: A Simple Method for Providing Students with Meaningful Feedback on Exams in Large Courses
Paul, Cassandra; Potter, Wendell; Weiss, Brenda
Physics Teacher, v52 n8 p485-488 Nov 2014
As instructors, we want our students to develop a deep understanding of course material, and feedback is essential in their sense-making process. Providing effective individualized feedback to students in large courses is especially difficult. While researchers suggest, and many instructors of large courses are incorporating interactive techniques that allow peer feedback, studies have shown that it's important for students to also have direct feedback from the instructor. Since the requirement for individualized feedback is difficult to meet during class time in large courses, providing effective feedback on exams and quizzes takes on added importance. Some instructors choose to assess their students using open-ended written exam items that require students to demonstrate their understanding of physics by solving a problem and/or explaining a concept. Because grading these items can be time consuming, the challenge is to develop an approach to grading and provision of feedback that is both efficient and effective.
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://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A