Evaluating information: The cornerstone of civic online reasoning
Evaluating information: The cornerstone of civic online reasoning
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评估信息：公民在线推理的基石
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Sarah McGrew
中科院分区：
文献类型：
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作者：
Sam Wineburg;Sarah McGrew
在过去一年半的时间里，斯坦福历史教育集团已经设计出一系列评估模型，并进行了实地测试和验证，这些评估利用了公民在线推理能力，即判断年轻人智能手机、平板电脑和电脑中充斥的信息可信度的能力。 2015 年 1 月至 2016 年 6 月期间，我们为 12 个州的学生执行了 56 项任务。我们总共收集并分析了 7,804 名学生的回复。我们的现场测试地点包括洛杉矶资源贫乏的市中心学校和明尼阿波利斯郊外资源丰富的学校。我们的大学评估侧重于开放网络搜索，在六所不同的大学进行在线管理，这些大学包括拒绝 94% 申请者的斯坦福大学，以及录取大多数申请学生的大型州立大学。接下来，我们概述了我们所学到的知识，并勾勒出我们未来工作可能采取的路径。最后，我们提供了我们对公民在线推理的评估样本。
Over the last year and a half, the Stanford History Education Group has prototyped, field tested, and validated a bank of assessments that tap civic online reasoning—the ability to judge the credibility of information that floods young people’s smartphones, tablets, and computers. Between January 2015 and June 2016, we administered 56 tasks to students across 12 states. In total, we collected and analyzed 7,804 student responses. Our sites for field-testing included under-resourced, inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis. Our college assessments, which focused on open web searches, were administered online at six different universities that ranged from Stanford, an institution that rejects 94% of its applicants, to large state universities thatadmit the majority of students who apply. In what follows, we provide an overview of what we learned and sketch paths our future work might take. We end by providing samples of our assessments of civic online reasoning.