Collaborative Research: Building Assessment Capacity in Chemistry Education - The CHemistry Instrument Review and Assessment Library (CHIRAL) Project

合作研究：建设化学教育评估能力 - 化学仪器审查和评估图书馆（CHIRAL）项目

• 批准号: 1914996
• 负责人: Regis Komperda
• 金额: $ 24.93万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914996&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; Assessment; Capacity

This project aims to serve the national interest in high-quality undergraduate chemistry education by promoting the adoption of evidence-based tools for assessing instruction. Understanding the impact of an educational initiative on student learning requires data from valid assessment instruments that are aligned to the outcome of interest. This project aims to help chemistry instructors and chemistry education researchers select valid instruments for classroom use. Specifically, the project will develop and host a catalog of assessment instruments used by the chemistry education community. The catalog will be available in a user-friendly format and hosted on the Chemical Education Xchange, an American Chemical Society community resource established in 2012. To further support the selection of high-quality instruments, this catalog will also: 1) provide information about the validity and reliability of data collected using the instrument; 2) develop a glossary of the concepts and methods related to validity and reliability; and 3) include expert reviews regarding the available evidence for each assessment. Through this work, the CHemistry Instrument Review and Assessment Library (CHIRAL) platform will be developed as a central resource for the chemical education community. To meet its goals, the project team will systematically review available literature to identify assessment instruments that are used in chemistry education. A panel of experts will write a summary report about each instrument, to aid users in selecting the most appropriate assessment instrument for a given context. Along with basic metadata, such as the topic and format of an instrument, each instrument in the CHIRAL platform will include an overview of the evidence regarding the instrument's validity and reliability. This information will include results from the developers and from other studies that have used the instrument. Additionally, key principles of validity and reliability included in the summary and overview will be hyperlinked to a dynamic glossary. This glossary will summarize and reference existing quality resources that explain common psychometric terminology and methods in a standardized format that scaffolds from basic to advanced topics. To support the value of the CHIRAL platform to the chemistry education community, users will have multiple ways to provide feedback on its features. The information gathered and presented by the CHIRAL platform is predicted to improve users' decision-making processes in evaluating and implementing educational assessments in chemistry. To measure the extent of this impact, a qualitative evaluation study will be conducted to gauge faculty's perspectives of hypothetical instruments supported with varying levels of evidence for the validity and reliability of their data. Within the chemistry education community, the combination of the catalog, peer-review process, and the glossary have the potential to increase the rigor of the learning assessment process, enhance the value of scholarly work in instrument development, and reduce the time educators and researchers dedicate to locating or developing appropriate assessments for their needs. As a result, this project is expected to enhance both instruction at the classroom level and educational research on student learning in chemistry. This project is supported by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), which supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过促进基于循证的工具来评估教学的工具来为国家对高质量的本科化学教育的利益服务。了解教育计划对学生学习的影响需要从有效评估工具中的数据，这些数据与感兴趣的结果保持一致。该项目旨在帮助化学讲师和化学教育研究人员为课堂使用选择有效的工具。 具体而言，该项目将开发并托管化学教育社区使用的评估工具目录。 该目录将以用户友好的格式提供，并在2012年建立的美国化学学会社区资源（American Chemical Community Community资源）上托管。为了进一步支持选择高质量仪器的选择，该目录还将：1）提供有关使用该工具收集的数据的有效性和可靠性的信息； 2）开发与有效性和可靠性有关的概念和方法的词汇表； 3）包括有关每次评估的可用证据的专家评论。通过这项工作，将开发化学仪器审查和评估图书馆（手性）平台，作为化学教育社区的中心资源。为了实现其目标，项目团队将系统地审查可用的文献，以识别用于化学教育中使用的评估工具。专家小组将撰写有关每种工具的摘要报告，以帮助用户在给定情况下选择最合适的评估工具。除基本元数据（例如仪器的主题和格式）外，手性平台中的每种仪器还将概述有关该仪器的有效性和可靠性的证据。 这些信息将包括开发人员的结果以及其他使用该仪器的研究的结果。此外，摘要和概述中包括的有效性和可靠性的关键原则将超链接到动态词汇表。该词汇表将总结并参考现有的质量资源，这些资源以标准化格式来解释常见的心理测量学术语和方法，该格式从基本主题到高级主题。为了支持手性平台对化学教育社区的价值，用户将有多种方式提供有关其功能的反馈。预计由手性平台收集和提供的信息将在评估和实施化学中的教育评估时改善用户的决策过程。为了衡量这种影响的程度，将进行定性评估研究，以评估教师对支持其数据有效性和可靠性的不同证据支持的假设工具的观点。在化学教育社区中，目录，同行评审过程和词汇表的结合有可能增加学习评估过程的严格性，增强学术工作在仪器开发中的价值，并减少教育工作者和研究人员致力于定位或开发适当评估的时间。结果，该项目有望增强课堂层面的指导和化学学生学习的教育研究。 该项目得到了NSF改善本科STEM教育计划的支持：教育和人力资源（IUSE：EHR），该计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。