National Dissemination of Field-Tested Classroom Assessment Techniques in Science, Mathematics, Engineering, and Technology for Postsecondary Faculty

跨学科（99）评估推动学习。但是，除非教师能够使用和实施经过验证的技术，否则他们无法有效地进行评估。1998-1999年，一个由科学教师和教育研究人员组成的团队在国家科学教育研究所（NISE）合作，创建了实地测试学习评估指南（FLAG）。这个基于网络的资源旨在“快速启动”替代课堂评估的实施。目标受众是各类大专院校的科学、数学、工程和技术（SMET）课程的教师。传播FLAG信息的工作特别侧重于向那些渴望改进课程并在这一过程中纳入对学生学习成果的评估的人提供信息。一个易于使用的课堂评估资源，加上全国范围内的分布，将使当前和未来的SMET教师能够在全国范围内推动变革。该项目旨在实现三个关键目标。一是旗帜在全国的传播。该项目计划利用SMET专业协会、国家教育组织、研讨会开发商和教师发展组织的自然渠道。NISE和这些组织之间持续的联盟网络为建立这些关系提供了基础。第二个目标是大幅度扩大FLAG。目前的FLAG包含了一套优秀的课堂评估技术（cat），但只有一套有限的工具。该项目正在从不同的SMET学科中获取大量的现场测试工具。FLAG团队还在努力将FLAG资源升级到一个高度互动的环境，以便将用户纳入这一过程。第三个目标是通过与NISE的持续合作，为FLAG及其在新墨西哥大学的开发团队提供一个永久的、有资金支持的家。

Interdisciplinary (99) Assessment drives learning. But teachers cannot assess effectively unless they can access and implement proven techniques. In 1998-1999, a team of science faculty and education researchers worked together at the National Institute for Science Education (NISE) and created the Field-tested Learning Assessment Guide, or the FLAG. This Web-based resource is aimed at "jump starting" the implementation of alternative classroom assessments. The target audience is teachers in science, mathematics, engineering, and technology (SMET) courses at all types of post-secondary institutions. Efforts to disseminate information about FLAG are especially focused on reaching those who are eager to improve their courses and incorporate assessment of student learning outcomes in that process. An easy-to-use classroom assessment resource coupled with nationwide distribution will empower current and future SMET faculty to catalyze change on a national level.This project aims at three key goals. One is the national dissemination of the FLAG. The project plans to capitalize on natural outlets in SMET professional societies, national education organizations, workshop developers, and faculty development organizations. The ongoing network of alliances between the NISE and such organizations provides a foundation from which to build these relationships. The second objective is a major expansion of the FLAG. The current FLAG contains an excellent set of classroom assessment techniques (CATs) but only a limited set of tools. The project is in the process of acquiring an extensive population of field-tested tools from a diverse set of SMET disciplines. The FLAG team is also working to upgrade the FLAG resource to a highly interactive environment so as to incorporate users in this process. The third goal is to provide a permanent, funded home for the FLAG and its development team at the University of New Mexico, with an ongoing collaboration with the NISE.