Only getting answers instead of solutions? A simple fix - account for
the answer in the grading of the problem.
How I choose to grade problems:
10 points per problem, points awarded as follows:
1 point for list of variables given and needed
2 points for a diagram
2 points for choosing appropriate equation
3 points for using the equation correctly
2 points for answer with significant figures and units
Make this expectation explicit before the exam and on the exam. Gives
something to draw a big red circle around when grading.
If a student's calculator produces the correct number then by all means
give them the 1 or 2 points it has earned. The student with a test full
of correct answers and 20% to show for it will soon change his (it
usually is a male) ways.
This rubric also protects students from losing major points for a
simple algebraic or numerical mistake. It's a test and there is no time
to go back and check and recheck. I also will give back a point if the
student did the problem correctly from a physics standpoint yet made a
math blunder IF they note that the answer they gave is numerically
suspicious.
For very stubborn classes, I break the problem into stepwise parts with
the same point values:
a) list the given and needed variables
b) draw a diagram
....
but I try to wean them away from this as college prep.
HTH
Scott
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Scott Goelzer
Physics Teacher
Coe-Brown Northwood Academy
Northwood NH 03261
s.goelzer@comcast.net
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