EAGER: Reimagining Teachers' Assessment Literacy Using Game-Based Learning Analytics

EAGER：使用基于游戏的学习分析重新构想教师的评估素养

• 批准号: 1935450
• 负责人: Yoon Jeon Kim
• 金额: $ 30万
• 依托单位: Massachusetts Institute of Technology
• 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: 2019-08-15 至 2021-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1935450&HistoricalAwards=false
• 关键词: EAGER; Reimagining; Teachers; Assessment; Literacy

The underlying premise of big data in education is that technology can help teachers and schools make data-informed decisions to better support student learning. As technology use in classrooms continues to increase, the data generated from technology use will also increase. Teachers will soon be required to develop a completely new set of assessment literacies around using the rich data and analytics provided in educational technology. However, little is known about how these kinds of data should be processed and presented to reflect teachers' decision-making and pedagogical desires. To address this gap, this project will reimagine teachers' assessment literacy in data- and technology-rich classrooms by leveraging a game-based assessment to help teachers become educated and critical consumers of analytics and algorithms embedded in educational technology. With more literate teachers, it is possible to maximize the potential of educational technology so that teachers can provide personalized and data-driven feedback during the process of learning.This project will leverage an existing game-based assessment, Shadowspect, that measures Common Core math standards as well as cognitive and noncognitive skills such as spatial reasoning and persistence. The researchers will conduct design-based research to iteratively develop and embed interactive dashboards in the game and investigate how effectively different representations and features of the dashboards can support teachers' understanding and inform their actions. Additionally, the researchers will investigate how learning analytics can be used to directly support K-12 teachers' assessment practices and identify the knowledge and skills teachers need to be successful in this area. The ultimate goal of the research is to understand teachers' assessment literacy in the era of big data and yield generalizable design principles for interactive dashboard tools that can facilitate teachers' data use without substantive external training. Ultimately, this research can lead to future investigations of how teachers' formative assessment practices might change when they have an increased understanding of learning analytics.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.

大数据在教育中的基本前提是，技术可以帮助教师和学校做出数据知识的决定，以更好地支持学生学习。随着教室中的技术使用继续增加，技术使用产生的数据也将增加。很快，教师将需要使用教育技术中提供的丰富数据和分析来开发一系列全新的评估文学。但是，对于如何处理和提供这些数据以反映教师的决策和教学欲望，知之甚少。为了解决这一差距，该项目将通过利用基于游戏的评估来帮助教师成为嵌入教育技术中的分析和算法的受过教育和批判性的消费者，以帮助教师在数据和技术丰富的教室中的评估素养。借助更多的识字教师，可以最大程度地发挥教育技术的潜力，以便教师可以在学习过程中提供个性化和数据驱动的反馈。该项目将利用现有的基于游戏的评估Shadowsppect，以衡量共同的核心数学标准以及认知和非认知技能，例如空间推理和持久性。研究人员将在游戏中进行基于设计的研究，以迭代地开发和嵌入交互式仪表板，并研究仪表板的不同表示和特征如何支持教师的理解并告知他们的行为。此外，研究人员将研究如何使用学习分析直接支持K-12教师评估实践，并确定教师在这一领域取得成功所需的知识和技能。该研究的最终目的是在大数据时代了解教师的评估素养，并为交互式仪表板工具提供可概括的设计原理，这些工具可以促进教师的数据使用而无需实质性的外部培训。最终，这项研究可能会导致对教师对学习分析的了解越来越多地了解教师的形成性评估实践的未来调查。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智力优点和更广泛影响的评估评估来获得支持的。