Technology-supported Performance Assessment for Inquiry-based Science Learning

技术支持的探究性科学学习绩效评估

• 批准号: 0087751
• 负责人: Daniel Edelson
• 金额: $ 31.7万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-11-15 至 2002-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087751&HistoricalAwards=false
• 关键词: Technology; supported; Performance; Assessment; Inquiry

A major challenge for the implementation of inquiry-based science learning is the implementation of assessment approaches that can capture the rich forms of conceptual learning and strategic reasoning that inquiry learning is designed to foster. To address the challenge, science education reformers are advocating performance assessment approach, in which students are evaluated on the quality of their performance on cognitively demanding tasks. The goal of this research is to identify strategies to support performance assessment with technology, taking advantage of the Progress Portfolio, an inquiry-support tool developed at Northwestern University. The Progress Portfolio was designed initially to foster inquiry by providing tools for learners to create a visible record of their activities as an object for reflection, but prior studies revealed that the features that make the Progress Portfolio effective as a scaffold for reflective inquiry also make it a valuable support for assessment.. Accordingly, this research will conduct a pilot investigation of: a) the design of performance assessment frameworks to take advantage of technology supports, b) the design of technology supports for performance assessment c) the application of these technology-supported performance assessment frameworks in the design of inquiry-based science curricula, d) support for teacher implementation of performance assessment, and e) the effectiveness of the technology-supported performance assessments at capturing student progress and providing reliable feedback to teachers and students. The project will benefit from a collaboration between researchers from Northwestern University with expertise in technological supports for inquiry learning, and researchers from the University of California, Berkeley and SRI with expertise in performance assessment and curriculum development. This project addresses the ROLE themes of Research on SMET learning in educational settings and Research on SMET learning in complex educational systems.

实施基于探究的科学学习的一个主要挑战是实施评估方法，可以捕获探究学习旨在促进的丰富形式的概念学习和战略推理。 为了应对这一挑战，科学教育改革者正在倡导表现评估方法，即根据学生在认知要求较高的任务中的表现质量来评估学生。本研究的目标是确定战略，以支持绩效评估与技术，利用进步组合，在西北大学开发的查询支持工具。进度档案最初的目的是通过为学习者提供工具来创建一个可见的活动记录作为反思的对象，以促进调查，但先前的研究表明，使进度档案有效作为反思性调查的支架的功能也使其成为评估的宝贵支持。因此，本研究将对以下方面进行试点调查：（a）设计能充分利用技术支持的表现评估框架，（B）设计表现评估的技术支持，（c）这些技术支持的表现评估框架在探究式科学课程设计中的应用，（d）支持教师实施表现评估，及e）以科技支援的表现评估能否有效地记录学生的进步，并向教师和学生提供可靠的反馈。 该项目将受益于西北大学研究人员与研究性学习技术支持方面的专业知识，以及加州大学伯克利分校和SRI研究人员在绩效评估和课程开发方面的专业知识之间的合作。 该项目涉及的角色主题的研究中小企业学习在教育环境和研究中小企业学习在复杂的教育系统。