Collaboratice Research: Eliciting and Assessing Process Skills in STEM

协作研究：获取和评估 STEM 过程技能

• 批准号: 1524399
• 负责人: Suzanne Ruder
• 金额: $ 49.35万
• 依托单位: Virginia Commonwealth University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1524399&HistoricalAwards=false
• 关键词: Collaboratice; Research; Eliciting; Assessing; Process; Collaboratice; Research; Eliciting; Assessing; Process

In response to the national need to improve undergraduate STEM education, many instructors have implemented engaged student learning strategies into their courses. These pedagogies involve the development of students? process skills, such as communication, teamwork, critical thinking, and problem solving, as students learn STEM content. Because most STEM instructors have little training in how to assess student performance in these areas, the goal of this EHR: IUSE project will be to create resources that can be readily adopted to assess student process skills in a wide range of classroom types and across STEM disciplines. A secondary goal will be to create professional development tools to improve the recognition and assessment of process skills by instructors and administrators at academic institutions.Assessment is critical to improvement of student learning in STEM courses because it provides a measure of achievement and facilitates learning. The types of assessment used by instructors telegraph to students what is valued in a course. In order to better align engaged instructional methods and assessment this project will result in the development and evaluation of (a) a set of student interaction rubrics to assess evidence of process skills in active learning classroom environments, (b) a set of student product rubrics to assess evidence of process skills in student written work, and (c) an implementation guide to assist instructors in identifying and designing tasks that elicit evidence of process skill development and to facilitate the effective implementation of the rubrics. Formative and summative evaluation questions will be addressed through ongoing assessment and revision of the rubrics; a process that will also establish their validity, reliability, and utility. Oral and written feedback will be obtained from faculty participants. They will also provide input on the usability of the implementation guidebook throughout its development. The propagation of the rubrics and implementation guide will occur through the POGIL network. The two workshops will be part of the six, annual POGIL regional meeting agendas. Results of this work will be submitted to the Journal of College Science Teaching.

为了应对国家需要改善本科STEM教育的需求，许多讲师已将订婚的学生学习策略纳入了他们的课程。 这些教学法涉及学生的发展？当学生学习STEM内容时，过程技能，例如沟通，团队合作，批判性思维和解决问题。 由于大多数STEM讲师在如何评估这些领域的学生表现方面几乎没有培训，因此该EHR的目标是：IUSE项目将是创建可以轻松采用的资源来评估各种课堂类型和跨STEM学科的学生过程技能。 第二个目标是创建专业开发工具，以提高学术机构的讲师和管理人员对过程技能的认可和评估。评估对于改善Stem课程中学生学习至关重要，因为它提供了成就的衡量标准和促进学习。 讲师用电报向学生提供的评估类型。 为了更好地结合参与的教学方法和评估该项目，该项目将导致（a）一组学生互动的互动专栏，以评估积极学习课堂环境中的过程技能的证据，（b）一组学生产品的评论，以评估学生书面工作中的过程技能的证据，以及（c）为涉及过程的实施和定义技能的指导指导，以实施和指定型号的技能，并确定有效的技能和指定技能。 形成性和总结性评估问题将通过持续的评估和修订来解决；该过程还将确定其有效性，可靠性和实用性。 口头和书面反馈将从教师参与者那里获得。 他们还将在整个开发过程中提供有关实施指南的可用性的意见。 专栏和实施指南的传播将通过Pogil网络进行。 这两个研讨会将成为六届Pogil地区会议议程的一部分。 这项工作的结果将提交给大学科学教学杂志。