STEM Assessment and Reporting Tracker (START)

STEM 评估和报告跟踪器 (START)

• 批准号: 10254300
• 负责人: Lisa K Marriott
• 金额: --
• 依托单位: OREGON HEALTH & SCIENCE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10254300
• 关键词: Administrator; Architecture; Belief; Collaborations; Comparative Effectiveness Research; Data; Data Analyses; Data Collection; Data Security; Data Sources; Development; Engineering; Evaluation; Feedback; Fostering; Future; Goals; High School Student; Individual; Informatics; Knowledge; Mathematics; Measurement; Measures; Mentors; Needs Assessment; Oregon; Outcome; Output; Phase; Population; Process; Program Effectiveness; Program Evaluation; Psychosocial Factor; Reporting; Research; Resources; STEM career; STEM program; Schools; Science; Science, Technology, Engineering and Mathematics; Scientist; Site; Speed; Structure; Students; Surveys; Teacher Professional Development; Technology; Time; Work; base; comparison group; data collection evaluation; design; experience; experimental group; mathematical sciences; peer; programs; project-based learning; repository; skills; statistics; success; support tools; teacher; tool

PROJECT SUMMARY ! This collaborative proposal with Oregon's network of Science, Technology, Engineering & Math (STEM) hubs supports programs' STEM evaluation needs through assessment and real-time reporting of psychosocial factors that influence STEM identity development and persistence across diverse student backgrounds. Our collaborative strengths will iteratively develop the STEM Assessment and Reporting Tracker (START), a robust online evaluation tool for engaging students with immediate, tailored e-feedback aimed at supporting their STEM development while rapidly informing STEM programs' efforts. We propose a four phase process: Phase 1 will work with stakeholders (e.g., teachers, principals, administrators, STEM hubs, STEM programs) to identify common needs for assessment and reporting. Phase 2 will define informatics architecture and schema to support reporting outputs, data security, governance structures, and linkage with other data sources. Phase 3 will apply project-based learning with secondary students and STEM partners to iteratively develop START's student e-feedback, while Phase 4 will identify educator professional development needs for sustainability. Together, this project will accelerate the speed that schools and STEM programs receive summary data about their students to formatively inform programmatic activities and demonstrate program effectiveness. To achieve this goal, our specific aims will:1) identify assessment needs, reporting requirements, and repository permissions to support STEM programs in evaluating students' identity development in STEM; 2) integrate project-based learning with mentoring activities that connect secondary students with inter-professional near-peer scientists to co-design START's student e-feedback; 3) determine teacher professional development (PD) needs for enhancing capacity to use the data and respond to START-identified student needs. Together, this project aims to enhance students' STEM development and persistence by supporting STEM programs in the measurement, immediate analyses, and rapid reporting of psychosocial factors that support students' success in STEM. Our project's significance is further enhanced by enabling comparative effectiveness research across sites to aid in the future identification of STEM programmatic features most supportive of STEM identity development and STEM persistence.

项目摘要 呢 这项与俄勒冈州科学，技术，工程和数学网络的合作提案 （STEM）HUBS通过评估和实时支持程序的STEM评估需求 报告影响STEM身份发展和持久性的社会心理因素 多样化的学生背景。我们的协作优势将迭代地发展茎 评估和报告跟踪器（Start），这是一种强大的在线评估工具，可用于吸引学生 立即量身定制的电子反馈旨在支持其STEM开发，同时迅速 告知STEM计划的努力。我们提出了一个四个阶段过程：第1阶段将与 利益相关者（例如，教师，校长，管理员，STEM枢纽，STEM计划）确定 评估和报告的共同需求。第2阶段将定义信息学体系结构和 支持报告输出，数据安全性，治理结构以及与其他链接的模式 数据源。第三阶段将与二级学生和STEM合作伙伴一起采用基于项目的学习 要迭代地开发Start的学生电子喂养，而第4阶段将确定教育专业人员 可持续性的发展需求。该项目一起将加速学校和 STEM计划接收有关学生的摘要数据，以形成程序化信息 活动并证明计划有效性。为了实现这一目标，我们的具体目标将：1） 确定评估需求，报告要求和存储库许可以支持STEM 评估学生身份发展的计划； 2）整合基于项目的学习 通过指导活动，将二级学生与专业间近专业科学家联系起来 共同设计Start的学生电子馈回； 3）确定教师专业发展（PD） 增强使用数据并响应开始识别的学生需求的能力的需求。 该项目旨在通过支持来增强学生的茎发展和持久性 在测量，即时分析和快速报告心理社会中的STEM计划 支持学生在STEM中取得成功的因素。我们项目的意义进一步增强了 促进跨站点的比较有效性研究，以帮助将来识别STEM 程序化功能最支持STEM身份发展和STEM持久性。