Looking at the number of drafts submitted for project reports in the Advanced Lab

In this post I take a quick look at the number of drafts of their project papers that students submitted in my January 2012 Advanced Lab course. This course had a minimum bar for the paper grades and the students were allowed to revise and resubmit as many times as needed to get there, with an average of 3.22 drafts needed. I decided to look at these numbers for the purpose of communicating realistic expectations to students currently registered for my fall section of the course and thought I would share those numbers.

I am starting to prepare for my fall Advanced Lab course. Here is a quick overview of this course from a previous post:

This type of course, a standard course in most physics departments, is a standalone lab course without any associated lecture course. There is an amazing amount of variability from one Advanced Lab course to the next and they range in format from one experiment per week with everything already set up and cookbook procedures ready to be followed, to a single student-developed project over the entire term (or year!).

In my specific incarnation, we spend the first month doing some introductory activities to build up some foundational skills which are mostly related to data analysis and presentation. For the rest of the course pairs of students work on two month-long experimental physics projects. The students are guided to work on projects that can be viewed as being part of a larger research line, where they build on the work of previous students and future students will build on their work. Thus no two groups will ever perform identical experiments.

A major piece of the course is that they have to write a journal-style article to communicate the results of one of their projects. To help them practice revising their own writing and impress upon them that effective writing requires many revisions, I require that students earn a grade equivalent to a B on their paper according to this rubric, and are allowed to revise and resubmit as many times as needed to reach that threshold grade.

The overall grade for these papers was calculated as 25% from the first graded draft and 75% from the final draft. They were allowed to submit an initial draft, which was not graded, where I would spend a maximum of a half an hour reading over the paper and providing feedback. Students were encouraged to have a peer read through their paper and provide some feedback before submitting this initial draft. After reaching the threshold B-grade, they were allowed to resubmit one final draft. At some point in the revision process I also had a formal process where students provided each other with some peer feedback on their papers.

A quick summary of the numbers are in order. Of the twelve students, three of them gave up at some point before reaching threshold B-grade on the journal-style article. Those students were only given partial credit for the last grade that their paper received. Of the nine students whose papers reached the threshold B-grade, five of them submitted a final draft to improve their overall paper grade.

Of the 9 papers that were accepted (met the minimum grade threshold of a B), 5 of them were revised at least one additional time .

The number of drafts in this graph includes the initial ungraded draft, but does not include the final revision that 5 of 9 students submitted after their papers reached the B-grade threshold.

What is the take-home message here? Based on this system, students should expect to submit three or more drafts of a paper in order to meet the threshold grade.

This coming fall, I plan to adopt some new feedback strategies that  take the focus off grammatical correctness and similar issues in the hopes to focus more on the ideas in the papers. As part of this, I may move to a reviewer report style of feedback (for example, this is the one for AJP) and away from detailed rubrics, but I haven’t quite made up my mind on this yet. My grading philosophy in the course this fall will be that their course grade will represent the quality of the recommendation that I would give them in a reference letter based on their work in the course, and I want to do my best to make sure all of the individual components are assessed in ways that match up with this overall grading philosophy.

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3 Comments on “Looking at the number of drafts submitted for project reports in the Advanced Lab”

  1. bretbenesh says:

    How do you think this expectation of three drafts will change the students’ behaviors?

    • Joss Ives says:

      There is a subset of students that show up in my courses that are used to putting in minimal effort and receiving minimal grades. Being asked to keep trying until they succeed is quite different than the typical hand it in and forget about it philosophy. I don’t know that the expectation of three drafts will change student behaviors, but I want to make sure that students come into the course with a realistic understanding of what will be expected of them. This gives them the opportunity to decide ahead of time if the course is a good match (or suitable challenge) for them and make course selections based on that idea. It is much better if they can make these choices before the term starts instead of making it half-way through the term and feeling like they made a poor choice in course selection.

      I struggle mightily in this course to make sure that I support the entire spectrum of students that take it. My first step in trying to support them is to arm them with the appropriate information regarding the expectations of the course.


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