{"record_type":"pith_number_record","schema_url":"https://pith.science/schemas/pith-number/v1.json","pith_number":"pith:2016:55F7Z2WDWQ2TXT6W3SDAZ3G5RK","short_pith_number":"pith:55F7Z2WD","schema_version":"1.0","canonical_sha256":"ef4bfceac3b4353bcfd6dc860cecdd8a820886b9e6fed22d631b26f284d29647","source":{"kind":"arxiv","id":"1601.02560","version":1},"attestation_state":"computed","paper":{"title":"Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience","license":"http://arxiv.org/licenses/nonexclusive-distrib/1.0/","headline":"","cross_cats":[],"primary_cat":"physics.ed-ph","authors_text":"Alexandru Maries, Chandralekha Singh, Charles Henderson, Edit Yerushalmi, Emily Marshman","submitted_at":"2016-01-11T19:20:33Z","abstract_excerpt":"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 physics. We investigated the change in grading practices and considerations of 18 first-year graduate students participating in a TA professional development (PD) course. The TAs were asked to state their beliefs about the purpose of grading, to grade a set of specially designed student solutions, and to explain their grading decisions. We found that after one se"},"verification_status":{"content_addressed":true,"pith_receipt":true,"author_attested":false,"weak_author_claims":0,"strong_author_claims":0,"externally_anchored":false,"storage_verified":false,"citation_signatures":0,"replication_records":0,"graph_snapshot":true,"references_resolved":false,"formal_links_present":false},"canonical_record":{"source":{"id":"1601.02560","kind":"arxiv","version":1},"metadata":{"license":"http://arxiv.org/licenses/nonexclusive-distrib/1.0/","primary_cat":"physics.ed-ph","submitted_at":"2016-01-11T19:20:33Z","cross_cats_sorted":[],"title_canon_sha256":"ff46cdb412bc45ccf6b0bf6b641f50423a6e697132955e57ea8645bcc780e59e","abstract_canon_sha256":"68169adfe3f4b923c8873e416691d62f6b458120de31cd611ed689bdd0eebafc"},"schema_version":"1.0"},"receipt":{"kind":"pith_receipt","key_id":"pith-v1-2026-05","algorithm":"ed25519","signed_at":"2026-05-18T01:23:04.832633Z","signature_b64":"Bz/1EWpvyNiYkQ45fPph/ehhsHqeYJlI/4XMRnZSfpq78sJSDhLgh5wTLtD45IjQy29oKojJ8oDr32eAbJMeDg==","signed_message":"canonical_sha256_bytes","builder_version":"pith-number-builder-2026-05-17-v1","receipt_version":"0.3","canonical_sha256":"ef4bfceac3b4353bcfd6dc860cecdd8a820886b9e6fed22d631b26f284d29647","last_reissued_at":"2026-05-18T01:23:04.832035Z","signature_status":"signed_v1","first_computed_at":"2026-05-18T01:23:04.832035Z","public_key_fingerprint":"8d4b5ee74e4693bcd1df2446408b0d54"},"graph_snapshot":{"paper":{"title":"Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience","license":"http://arxiv.org/licenses/nonexclusive-distrib/1.0/","headline":"","cross_cats":[],"primary_cat":"physics.ed-ph","authors_text":"Alexandru Maries, Chandralekha Singh, Charles Henderson, Edit Yerushalmi, Emily Marshman","submitted_at":"2016-01-11T19:20:33Z","abstract_excerpt":"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 physics. We investigated the change in grading practices and considerations of 18 first-year graduate students participating in a TA professional development (PD) course. The TAs were asked to state their beliefs about the purpose of grading, to grade a set of specially designed student solutions, and to explain their grading decisions. We found that after one se"},"claims":{"count":0,"items":[],"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"source":{"id":"1601.02560","kind":"arxiv","version":1},"verdict":{"id":null,"model_set":{},"created_at":null,"strongest_claim":"","one_line_summary":"","pipeline_version":null,"weakest_assumption":"","pith_extraction_headline":""},"references":{"count":0,"sample":[],"resolved_work":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57","internal_anchors":0},"formal_canon":{"evidence_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"},"aliases":[{"alias_kind":"arxiv","alias_value":"1601.02560","created_at":"2026-05-18T01:23:04.832126+00:00"},{"alias_kind":"arxiv_version","alias_value":"1601.02560v1","created_at":"2026-05-18T01:23:04.832126+00:00"},{"alias_kind":"doi","alias_value":"10.48550/arxiv.1601.02560","created_at":"2026-05-18T01:23:04.832126+00:00"},{"alias_kind":"pith_short_12","alias_value":"55F7Z2WDWQ2T","created_at":"2026-05-18T12:29:58.707656+00:00"},{"alias_kind":"pith_short_16","alias_value":"55F7Z2WDWQ2TXT6W","created_at":"2026-05-18T12:29:58.707656+00:00"},{"alias_kind":"pith_short_8","alias_value":"55F7Z2WD","created_at":"2026-05-18T12:29:58.707656+00:00"}],"events":[],"event_summary":{},"paper_claims":[],"inbound_citations":{"count":0,"internal_anchor_count":0,"sample":[]},"formal_canon":{"evidence_count":0,"sample":[],"anchors":[]},"links":{"html":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK","json":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK.json","graph_json":"https://pith.science/api/pith-number/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/graph.json","events_json":"https://pith.science/api/pith-number/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/events.json","paper":"https://pith.science/paper/55F7Z2WD"},"agent_actions":{"view_html":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK","download_json":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK.json","view_paper":"https://pith.science/paper/55F7Z2WD","resolve_alias":"https://pith.science/api/pith-number/resolve?arxiv=1601.02560&json=true","fetch_graph":"https://pith.science/api/pith-number/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/graph.json","fetch_events":"https://pith.science/api/pith-number/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/events.json","actions":{"anchor_timestamp":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/action/timestamp_anchor","attest_storage":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/action/storage_attestation","attest_author":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/action/author_attestation","sign_citation":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/action/citation_signature","submit_replication":"https://pith.science/pith/55F7Z2WDWQ2TXT6W3SDAZ3G5RK/action/replication_record"}},"created_at":"2026-05-18T01:23:04.832126+00:00","updated_at":"2026-05-18T01:23:04.832126+00:00"}