Co-Measure: developing an assessment for student collaboration in STEAM activities
Co-Measure: developing an assessment for student collaboration in STEAM activities
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DOI：
10.1186/s40594-017-0094-z
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发表时间：
2017-01-01
影响因子：
6.7
通讯作者：
Delacruz, Girlie
中科院分区：
文献类型：
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作者：
Herro, Danielle;Quigley, Cassie;Delacruz, Girlie
背景：在美国和世界范围内，选择STEM(科学、技术、工程和数学)职业的熟练工人的短缺推动了STEAM的运动，在STEAM中，A代表艺术和人文学科。STEAM教育被提议作为一种方式，在利用创造性和协作技能来增加对这些领域的兴趣和参与的同时，提供要解决的相关问题。尽管全球对提高STEAM的兴趣很大，但对教学方法的有效性，包括评估协作性问题解决(CPS)的方法的研究还很少。结果：本文报告了一种名为Co-MEASure的量表的发展，该量表供研究人员和教育工作者用来评估学生在K-12 STEAM活动中的个体层面的合作。我们的项目团队向STEM研究人员提供了基本原理、流程、验证、初始迭代和后续步骤，以告知STEM研究人员并推动STEAM教学和学习。结论：随着STEAM教育在K-12学校越来越流行，需要对学生合作进行评估，以确定该技能的维度，以便在教学中提供适当的解决问题的机会。当学生在蒸汽活动中没有机会合作时，评估也是必要的，以调整教学。利用现有的CPS通用框架为指导专门针对蒸汽活动中的CPS的研究提供了初步指南。一个由学习科学家、教育研究人员和心理测量学家组成的项目团队使用迭代过程来识别和评估与蒸汽教室中的CP相关的学生行为属性，从而允许进行严格的研究，同时利用适当的专业知识。联合测量有可能被修改和广泛推广，以评估小学和中学后课堂上使用STEAM教学实践的CPS。
Background: The shortage of skilled workers choosing STEM (Science, Technology, Engineering, and Math) careers in the USA and worldwide has fueled a movement towards STEAM, in which the "A" addresses the arts and humanities. STEAM education has been proposed as a way to offer relevant problems to solve while drawing on creative and collaborative skills to increase interest and engagement in these fields. Despite the interest in increasing STEAM globally, research on the efficacy of instructional approaches, including ways to assess collaborative problem solving (CPS), is lacking.Results: This paper reports the development of a rubric, named Co-Measure, for researchers and educators to use to assess student collaboration, at the individual level, when students are working in K-12 STEAM activities. Our project team provides the rationale, process, validation, initial iterations to the rubric, and next steps to inform STEM researchers and move STEAM instruction and learning forward. A final rubric is provided and made freely available to researchers and educators.Conclusions: As STEAM education gains popularity in K-12 schools, assessment of student collaboration is needed to identify the dimensions of the skill in order to provide appropriate problem solving opportunities within instruction. The assessment is also needed to adjust instruction when students are not offered opportunities to work collaboratively during STEAM activities. Utilizing existing generalized frameworks of CPS provided the initial guide to direct research specific to CPS in STEAM activities. Using an iterative process to identify and evaluate attributes of student behavior associated with CPS in STEAM classrooms by a project team comprised of learning scientists, educational researchers and psychometricians allowed for rigorous research while drawing on appropriate expertise. Co-Measure has the potential to be modified and broadly extended to assess CPS in elementary and post-secondary classrooms using STEAM instructional practices.