Related papers: Grading by Category: A simple method for providing…
In this work, I present an automatic system for the evaluation of closed-type exercises in physics at the high school level or in the first year of a degree where physics is a mandatory course. It is expected that this will allow students…
We describe how graduate students categorize introductory mechanics problems based on the similarity of their solutions. Graduate students were asked at the end of a teaching assistant training class to categorize problems from their own…
In deciding on a student's grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical scales used to specify individual grades are the 4-point…
Students in introductory physics courses often rely on ineffective strategies, focusing on final answers rather than understanding underlying principles. Integrating scientific argumentation into problem-solving fosters critical thinking…
The ability to categorize problems is a measure of expertise in a domain. In order to help students learn effectively, instructors and teaching assistants (TAs) should have pedagogical content knowledge. They must be aware of the prior…
Automatically grading the diverse range of question types in high school physics problem is a challenge that requires automated grading techniques from different fields. We report the findings of a Systematic Literature Review of potential…
A close look at students' written work on examinations offers a wealth of information about their performance, their knowledge of the subject, their strengths, weaknesses and misconceptions, and their overall level of mathematical skills…
The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared…
Students' answers to tasks provide a valuable source of information in teaching as they result from applying cognitive processes to a learning content addressed in the task. Due to steadily increasing course sizes, analyzing student answers…
Research shows that expert-like approaches to problem-solving can be promoted by encouraging students to explicate their thought processes and follow a prescribed problem-solving strategy. Since grading communicates instructors'…
Problem solving is an integral part of any physics curriculum, and most physics instructors would likely agree that the associated learner competencies are best assessed by considering the solution path: not only the final solution matters,…
We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive…
End-of-course assessments play important roles in the ongoing attempt to improve instruction in physics courses. Comparison of students' performance on assessments before and after instruction gives a measure of student learning. In…
Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from the educational community. Such assessments tend to prize a particular…
Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and…
We conducted a systematic literature review on automated grading and feedback tools for programming education. We analysed 121 research papers from 2017 to 2021 inclusive and categorised them based on skills assessed, approach, language…
Studying for physics exams can be difficult and stressful, especially during a student's introductory year in physics. For students who do not plan to major in physics, the desire to do well is based less on understanding concepts and more…
Access to high-quality education at scale is limited by the difficulty of providing student feedback on open-ended assignments in structured domains like computer programming, graphics, and short response questions. This problem has proven…
We present a model for competency-based grading for calculus-based introductory physics that encourages students to obtain proficiency with all course content. By allowing students to continually improve their proficiency with skills and…
In courses that involve programming assignments, giving meaningful feedback to students is an important challenge. Human beings can give useful feedback by manually grading the programs but this is a time-consuming, labor intensive, and…