Developing Open Response Assessments to Evaluate How Undergraduates Engage in Mathematical Sensemaking in Biology, Chemistry, and Physics

开发开放式反应评估来评估本科生如何参与生物学、化学和物理领域的数学意义建构

• 批准号: 2235311
• 负责人: Michael Fleming
• 金额: $ 11.92万
• 依托单位: California State University-Stanislaus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-03-15 至 2027-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235311&HistoricalAwards=false
• 关键词: Developing; Open; Response; Assessments; Evaluate

This project aims to serve the national interest by developing new tools to assess how students engage in making sense of quantitative problems in biology, chemistry, and physics. Mathematical sensemaking in science focuses on students’ ability to blend core disciplinary science ideas with cross-cutting mathematical concepts, such as patterns and proportions, while engaging in scientific practices such as computational thinking, making predictions, and reasoning from evidence. Current visions for undergraduate STEM education stress the need to integrate i) key disciplinary ideas and ii) crosscutting concepts with iii) authentic scientific practices, resulting in what is called three-dimensional learning. This requires developing new assessments with the ability to detect when students engage in three-dimensional learning and reveal this to instructors. This project seeks to extend previous work to identify opportunities to observe mathematical sensemaking in science in the classroom. The project plans to develop open-ended questions to explore undergraduate mathematical sensemaking in science using three dimensional learning assessments. This serves the goal of improving STEM education at the undergraduate level by providing engaging and authentic assessments capable of revealing student thinking. Findings from this project should help inform teaching practice in undergraduate STEM courses and help students foster computational thinking skills. The project will target two aims. Aim 1 is to apply an evidence-centered design process to develop open-ended assessment items that elicit mathematical sensemaking in science (MaSS) and align with a three-dimensional learning (3DL) assessment framework. The evidence-centered design approach for the assessments will provide an opportunity to collect validity evidence throughout the process and allow development of similar items across disciplines. Assessment tasks and coding rubrics will be based on frameworks for 3DL and MaSS, and will be iteratively revised to elicit and categorize student MaSS. The project will conduct interviews with undergraduates to examine their MaSS while completing the assessment items, and with college faculty to ensure alignment with disciplinary topics and phenomena common in college courses. Aim 2 is to administer constructed response items across undergraduate science disciplines to explore how undergraduates engage in MaSS across biology, chemistry, and physics. The project will administer the assessment items from Aim 1 at a diverse set of undergraduate institutions to collect student responses. These responses will be used to establish evidence of the validity, reliability, and fairness of the items quantitatively. Further, the responses will be used to explore how undergraduates engage in MaSS in varied science disciplines. The project meets the need for developing rich, formative assessment items for undergraduate 3DL that reveal student thinking, which is essential for instruction aimed to foster MaSS. The project will also advance understanding of how undergraduates integrate thinking about key STEM concepts and mathematics across disciplines by following a 3DL assessment framework. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its 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.

该项目旨在通过开发新工具来评估学生如何使生物学，化学和物理学中的定量问题感知到国家利益。科学中的数学敏感性集中在学生的能力上，可以将核心学科科学思想与跨裁切数学概念（例如模式和比例）相结合，同时从事计算思维，进行计算思维，做出预测和证据推理之类的科学实践。当前对本科茎教育的愿景强调需要整合i）关键的纪律思想和ii）与iii）跨越概念的概念）真实的科学实践，从而导致了所谓的三维学习。这需要开发新的评估，以便能够检测学生何时从事三维学习并向讲师揭示这一点。该项目旨在扩大以前的工作，以确定观察课堂科学数学敏感性的机会。该项目计划使用三维学习评估来开发开放式问题，以探索科学中的本科数学敏感性。这是通过提供能够揭示学生思维的引人入胜的真实评估来改善本科级别的STEM教育的目标。该项目的发现应有助于为本科STEM课程的教学实践提供信息，并帮助学生培养计算思维能力。该项目将针对两个目标。 AIM 1是应用以证据为中心的设计过程来开发开放式评估项目，这些评估项目在科学（MASS）中引起数学敏感性，并与三维学习（3DL）评估框架保持一致。以证据为中心的评估设计方法将为整个过程中收集有效性证据，并允许在学科中开发相似的项目。评估任务和编码专栏将基于3DL和MASS的框架，并将在迭代中修订以引发和类别的学生质量。该项目将在完成评估项目时与本科生进行访谈，以检查其群众，并与大学教师一起确保与大学课程中常见的纪律主题和现象保持一致。 AIM 2是在本科科学学科中管理构造的反应项目，以探讨本科生如何从事生物学，化学和物理学的群众参与。该项目将对AIM 1的评估项目管理一组潜水员的本科机构，以收集学生的回应。这些响应将用于确定项目的有效性，可靠性和公平性的证据。此外，这些反应将用于探索本科生如何从事各种科学学科的群众参与。该项目满足了为揭示学生思维的本科生3DL开发丰富的形成性评估项目的需求，这对于旨在促进群众的教学至关重要。该项目还将通过遵循3DL评估框架来整合本科生如何整合有关跨学科的关键STEM概念和数学的思考的理解。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过其参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，被视为通过评估而被视为珍贵的支持。