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 impact grading practices in the physics classroom. Understanding TAs' perceptions of grading is instrumental for curriculum developers as well as professional development leaders interested in improving grading practices. In order to identify TAs' perceptions of grading, we used a data collection tool designed to elicit TAs' considerations when making grading decisions as well as elicit possible conflicts between their stated goals and actual grading practices. The tool was designed to explicate TAs' attitudes towards research-based grading practices that promote effective problem solving approaches. TAs were first asked to state their goals for grading in general. Then, TAs graded student solutions in a simulated setting while explicating and discussing their underlying considerations. The data collection tool was administered at the beginning of TAs' first postgraduate teaching appointment and again after one semester of teaching experience. We found that almost all of the TAs stated that the purpose of grading was formative, i.e., grading should encourage students to learn from their mistakes as well as inform the instructor of common student difficulties. However, when making grading decisions in a simulated setting, the majority of TAs' grading considerations focused on correctness and they did not assign grades in a way that encourages use of effective problem solving approaches. TAs' perceptions of grading did not change significantly during one semester of teaching experience.

中文翻译：

---

物理研究生助教的评分方法：冲突的目标和实践

评分可以塑造学生的学习并鼓励使用有效的问题解决方法。助教 (TA) 通常负责对学生的解决方案进行评分并提供反馈，因此，他们对评分的看法可能会影响物理课堂中的评分实践。了解助教对评分的看法对于课程开发人员以及对改进评分实践感兴趣的专业发展领导者都非常有用。为了确定助教对评分的看法，我们使用了一种数据收集工具，旨在引起助教在做出评分决定时的考虑，以及引发他们陈述的目标与实际评分实践之间可能存在的冲突。该工具旨在解释助教 对基于研究的评分实践的态度，促进有效的问题解决方法。助教首先被要求说明他们的总体评分目标。然后，助教在模拟环境中对学生的解决方案进行评分，同时解释和讨论他们的基本考虑因素。数据收集工具在助教第一次研究生教学任命开始时使用，在一个学期的教学经验后再次使用。我们发现几乎所有的助教都表示评分的目的是形成性的，即评分应该鼓励学生从错误中吸取教训，并告知教师常见的学生困难。然而，在模拟环境中做出评分决定时，大多数助教的 评分考虑集中在正确性上，他们没有以鼓励使用有效解决问题方法的方式分配评分。在一个学期的教学经历中，助教对评分的看法没有显着变化。