Related papers: TA-designed vs. research-oriented problem solution…
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'…
As part of a larger study to understand instructors' considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding…
Teaching assistants (TAs) are often responsible for grading student solutions. Since grading communicates instructors' expectations, TAs' grading decisions play a crucial role in forming students' approaches to problem solving (PS) in…
Providing timely and personalized feedback to large numbers of students is a long-standing challenge in programming courses. Relying on human teaching assistants (TAs) has been extensively studied, revealing a number of potential…
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…
Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students' approaches to problem solving and learning. Physics education research…
Explication and reflection on expert vs. novice considerations within the problem-solving process characterize a cognitive apprenticeship approach for the development of expert-like problem solving practices. In the context of grading, a…
Grading can shape students' learning and encourage use of effective problem solving practices. Teaching assistants (TAs) are often responsible for grading student solutions and providing feedback, thus, their perceptions of grading may…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them…
Given a physics scenario, different problem types presenting that scenario in various ways can emphasize different instructional goals. In this investigation, we examined the views of physics graduate teaching assistants (TAs) about the…
As design thinking education grows in secondary and tertiary contexts, educators face the challenge of evaluating creative artefacts that combine visual and textual elements. Traditional rubric-based assessment is laborious, time-consuming,…
Teaching assistants (TAs) are heavily used in computer science courses as a way to handle high enrollment and still being able to offer students individual tutoring and detailed assessments. TAs are themselves students who take on this…
AI-supported tools can help learners overcome challenges in programming education by providing adaptive assistance. However, existing research often focuses on individual tools rather than deriving broader design recommendations. A key…
AI-powered coding assistants can support students in programming courses by providing on-demand explanations and debugging help. However, existing research often focuses on individual tools, leaving a gap in evidence-based design…
With recent advances in generative AI, conversational models like ChatGPT have become feasible candidates for TAs. We investigate the practicality of using generative AI as TAs in introductory programming education by examining novice…
Teaching assistants (TAs) are essential to grading and feedback provision in proof-based courses, yet these tasks are time-intensive and difficult to scale. Although Large Language Models (LLMs) have been studied for grading and feedback,…
Developing expert-like problem-solving skills is a central goal of undergraduate physics education. In this study, we investigate the impact of teaching explicit problem-solving frameworks, combined with deliberate practice, on 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…
Physics education research has consistently shown that students have higher learning outcomes when enrolled in interactive-engagement courses. Consequently, many schools are actively reforming their introductory curricula. For courses where…
Despite growing interest in using LLMs to generate feedback on students' writing, little is known about how students respond to AI-mediated versus human-provided feedback. We address this gap through a randomized controlled trial in a large…