A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course

被引：5

作者：

Avargil, Shirly ^{[1
]}

Bruce, Mitchell R. M. ^{[2
,3
]}

Klemmer, Susan A. ^{[3
,4
]}

Bruce, Alice E. ^{[2
]}

机构：

[1] Technion Israel Inst Technol, Fac Educ Sci & Technol, IL-3200003 Haifa, Israel

[2] Univ Maine, Dept Chem, Orono, ME 04469 USA

[3] Univ Maine, Ctr Res STEM Educ RiSE, Orono, ME 04469 USA

[4] Camden Hills Reg High Sch, Five Towns CSD, Rockport, ME 04856 USA

来源：

ISRAEL JOURNAL OF CHEMISTRY | 2019年 / 59卷 / 6-7期

基金：

美国国家科学基金会;

关键词：

Graduate Teaching Assistants; Professional Development; Professional Learning; Assessment of Laboratory Reports; INQUIRY; STUDENTS; LABORATORIES; DESIGN; GOALS; WATER;

D O I：

10.1002/ijch.201800086

中图分类号：

O6 [化学];

学科分类号：

0703 ;

摘要：

Graduate student teaching assistants (TAs) are often responsible for assessing student work, such as laboratory reports, and it is important that the same student effort be assessed similarly across TAs. Prior exercises with TAs showed a wide range of scoring among a team of TAs assessing the same lab report. A three-hour Professional Development (PD) activity spread over three weeks was conducted with TAs in a general chemistry course to gain skill in the assessment of lab reports within the context of working as a group. In week 1, TAs individually assessed an identical, redacted lab report. In week 2, TAs discussed their scoring of the first lab report, and then assessed and discussed selected portions of additional lab reports. During week 3, TAs assessed another redacted lab report. Results show a modest narrowing in TAs' scoring from week 1 to week 3, which suggests this activity could be employed as part of a strategy to develop "community" standards among TAs.

引用

页码：536 / 545

页数：10