Assessing and Evaluating Student Work on Modeling Activities Imbedded in a First-Year Engineering Problem Solving Course

评估第一年工程问题解决课程中嵌入的建模活动的学生工作

• 批准号: 0535678
• 负责人: Heidi Diefes-Dux
• 金额: --
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-15 至 2010-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0535678&HistoricalAwards=false
• 关键词: Assessing; Evaluating; Student; Work; Modeling

This project is developing a framework of principles and guidelines to assess and evaluate student responses to mathematical model-eliciting activities. This kind of modeling was introduced into the first-year engineering course in 2002 to investigate its potential for changing the interest and persistence of women in engineering. Results of this early work demonstrate that the use of engineering contexts and concepts to develop instructional settings (tasks and pedagogy) has accomplished the goal of increasing women's interest. Simultaneously it has enhanced the interest of international students and traditional engineering undergraduate students. The initial implementation work included informal attention to formative feedback to students for the purpose of assigning grades. We are now developing systematic methods and prototypes for assessing and evaluating students' responses to these complex problems. The assessment/evaluation tools being developed are incorporating criteria for high-level performance (as determined by experts). They are being field-tested for inter-rater reliability in their application. The objectives of our work are to produce prototype packages for assessing and evaluating student work on mathematical modeling activities to serve multiple purposes: (1) provide formative feedback on students' intermediate draft solutions to particular problems; (2) determine grades consistently across instructors; (3) provide for professional development of instructors who are first learning to incorporate mathematical modeling activities into first year-engineering courses; (4) provide for professional development of instructors who want to learn how to use formative assessment and determine grades for these types of activities; and (5) perform formal research and evaluation in the reporting of students' performance. 1. Intellectual MeritThis continued development and use of the modeling activities in the first-year engineering course has the potential to achieve lasting curriculum reform that provides substantial benefits to students. We also believe that there is a strong potential that the knowledge gained will transfer (or diffuse) to other courses in the College of Engineering and to other universities. These potentials will not be fully realized until there are field-tested and reliable assessment/evaluation tools, as well as frameworks for developing these tools and professional development mechanisms for using these tools. There is a dire need for assessment/evaluation tools that enhance the formative feedback given to students on their intermediate draft solutions, and that ensure consistency in evaluation across instructors, and that provide a prototype for the nature of evaluation of such complex activity. These tools will not only enhance implementation efforts but also provide ways in which to conduct research into what students learn as a result of engaging in these types of activities.2. Broader ImpactThis project is contributing to growing a community of engineering educators better able to teach with and assess student work on open-ended complex problems, an engineering and mathematics education research community with experience in assessing student learning in complex problem-solving situations, and a cadre of engineering graduates better able to solve the next generation of complex problems.

该项目正在制定一个原则和指导方针框架，以评估和评价学生对数学模型引发活动的反应。2002年，这种模式被引入一年级工程课程，以调查其改变妇女对工程的兴趣和持久性的潜力。这一早期工作的结果表明，使用工程背景和概念来开发教学环境（任务和教学法）已经实现了提高妇女的兴趣的目标。 同时也提高了国际学生和传统工科本科生的学习兴趣。最初的实施工作包括非正式地注意向学生提供形成性反馈，以便分配分数。 我们现在正在开发系统的方法和原型来评估和评价学生对这些复杂问题的反应。 正在开发的评估/评价工具纳入了高水平业绩标准（由专家确定）。目前正在实地测试这些工具在应用中的评分者间可靠性。我们的工作目标是产生用于评估和评价学生在数学建模活动中的工作的原型包，以服务于多个目的：（1）对学生对特定问题的中间草案解决方案提供形成性反馈;（2）确定教师之间一致的分数;（3）为第一次学习将数学建模活动纳入第一年工程课程的教师提供专业发展;（4）为有意学习如何使用形成性评估和评定这类活动的教师提供专业发展;及（5）在报告学生表现时进行正式的研究和评估。 1.智力MeritThis继续发展和使用的建模活动，在第一年的工程课程有可能实现持久的课程改革，为学生提供实质性的好处。 我们还认为，有一个强大的潜力，获得的知识将转移（或扩散）到工程学院和其他大学的其他课程。只有在有经过实地检验的可靠评估/评价工具以及开发这些工具的框架和使用这些工具的专业发展机制之后，这些潜力才能充分实现。迫切需要评估/评价工具，以加强对学生的中期解决方案草案的形成性反馈，并确保教师之间的评价一致性，并为这种复杂活动的评价性质提供原型。这些工具不仅将加强执行工作，而且还提供了研究学生通过参与这类活动学到了什么的方法。更广泛的影响这个项目是促进工程教育工作者更好地教与评估学生的开放式复杂问题，工程和数学教育研究社区的经验，在评估学生学习复杂的问题解决的情况下，和工程毕业生的干部能够更好地解决下一代的复杂问题的社区。