CS10K: Fostering Assessment Literacy for Exploring Computer Science Teachers (FALECS)

CS10K：培养探索计算机科学教师的评估素养（FALECS）

• 批准号: 1640237
• 负责人: Jennifer Knudsen
• 金额: $ 100万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2019-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1640237&HistoricalAwards=false
• 关键词: CS10K; Fostering; Assessment; Literacy; Exploring

SRI Education, a division of SRI International, in partnership with the American Institutes for Research (AIR), their CS10K Community, and Exploring Computer Science (ECS) teachers, is investigating the design and delivery of high-quality assessment literacy materials and sustainable, ongoing training as part of the existing ECS teacher professional development model. As reforms under President Obama's Computer Science for All initiative start to scale across the country, stakeholders will be looking for evidence of student learning. It is critical to prepare CS teachers to competently use assessment evidence to make valid inferences about student learning and to use these inferences to guide instructional decisions. This need is arguably even more acute with ECS, which is viewed as an introductory course to CS and is intended to engage and open doors for students who are traditionally underrepresented in CS degrees and careers. SRI has been partnering with ECS to develop and validate end-of-unit assessments measuring computational thinking practices, and to use those assessments as outcome measures in an implementation study to determine factors with the most impact on student success. This investigation advances this work by engaging 75 ECS teachers and 2200 students in investigating the impacts of innovative PD materials and training in a blended learning environment on teachers' assessment attitudes and practices.The project leverages existing partnerships and assessment materials, AIR's CS10K Community of Practice web site, and SRI's expertise creating and delivering high-quality professional development for STEM teachers. The results are the creation of innovative PD materials for supporting assessment literacy practices through adapting and applying an evidence-based methodology for modeling pedagogies of professional mathematics education practice. Learning and attitudinal measures are based on analysis of ECS teacher interview data and classroom assessment practices, while measures of implementation are adapted from studies in inquiry-oriented mathematics professional development and classrooms. Multiple methods to measure ECS teacher learning from professional development, implementation of assessment literacy practices in the classroom, and contextual and background variables are all utilized. From this data, the team conducts analyses to determine the impacts of the PD materials and activities on ECS teachers' attitudes and formative and summative assessment literacy practices. The project is guided by an advisory board with expertise in assessment, and CS education and professional development.

SRI教育是SRI International的一个部门，与美国CS10K社区的美国研究所（AIR）以及探索计算机科学（ECS）教师合作，正在研究现有ECS教师专业发展模型的一部分，调查了高质量评估素养材料和可持续培训的设计和交付。随着奥巴马总统在计算机科学方面的所有计划的改革开始在全国范围内扩展，利益相关者将寻找学生学习的证据。为CS教师准备有能力使用评估证据来对学生学习做出有效的推论，并使用这些推论来指导教学决策，这一点至关重要。可以说，这种需求对ECS更加敏锐，EC被视为CS的入门课程，旨在为传统上在CS学位和职业中代表性不足的学生参与和打开大门。 SRI一直与ECS合作开发和验证衡量计算思维实践的单位评估，并将这些评估用作实施研究中的结果指标，以确定对学生成功影响最大的因素。这项调查通过吸引75名EC教师和2200名学生来研究这项工作，研究了创新的PD材料和在混合学习环境中对教师评估态度和实践的培训的影响。该项目利用现有的伙伴关系和评估材料，Air的CS10K CS10K实践网站社区的CS10K社区，以及SRI的专业知识创建高级专业的专业知识专业的专业知识专业的专业知识。结果是创建创新的PD材料，用于通过适应和采用基于证据的方法来建模专业数学教育实践的教学法来支持评估素养实践。学习和态度措施基于对ECS教师访谈数据和课堂评估实践的分析，而实施措施则是根据面向询问的数学专业发展和课堂的研究来调整的。利用了多种方法来衡量ECS教师从专业发展中学习，在课堂上实施评估素养实践以及背景和背景变量的多种方法。从这些数据中，团队进行了分析，以确定PD材料和活动对ECS教师态度以及形成性和总结性评估素养实践的影响。该项目由具有评估专业知识以及CS教育和专业发展的顾问委员会指导。