Chemistry Facets: Formative Assessment to Improve Student Understanding in Chemistry

化学方面：形成性评估以提高学生对化学的理解

• 批准号: 0733169
• 负责人: Angela DeBarger
• 金额: $ 149.92万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-15 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0733169&HistoricalAwards=false
• 关键词: Chemistry; Facets; Formative; Assessment; Improve

Supported by research on students' preconceptions, particularly in science, and their need to build on the knowledge and skills that students bring to the classroom, this proposal plans to implement a facets-of-thinking perspective for the improvement of formative assessment, learning, and instruction in high school chemistry. Its goals are: (1) to identify and develop clusters of facets (students' ideas and understandings) related to key high school chemistry concepts; (2) to develop assessment items that diagnose facets within each cluster; (3) to enhance the existing web-based Diagnoser assessment system for administering items, reporting results, and providing teacher resource materials for interpreting and using the assessment data; (4) to develop teacher professional development and resource materials to support their use of facet-based approaches in chemistry; and (5) to examine whether student learning in chemistry improves in classes that incorporate a facet-based assessment system.The proposed work builds on previously NSF-funded projects focused on (1) designing Diagnoser (ESI-0435727) in the area of physics, and (2) assessment development to support the transition to complex science learning (REC-0129406). The work plan is organized in three strands: (1) Assessment Development, consisting of (a) development and validation of 20 facet clusters related to Reactions and Interactions, and Energy Sources and Transformations during the first three years through cognitive interviews, and (b) development and validation of 20 items per facet cluster, including their administration to chemistry classes; (2) Professional Development, through which materials will be produced for a five-day teacher workshop focused on the assessment-for-learning cycle; and (3) Technology Development, to upgrade the existing Diagnoser (in physics) in order to include chemistry tasks. Anticipated sets of products include: (a) 8-10 validated facet clusters related to Reactions and Interactions, 8-10 validated facet clusters related to Energy Sources and Transformations, and 12-20 validated items per facet clusters; (b) 1-3 elicitation questions, 1-3 developmental lessons, and 1-3 prescriptive lessons related to each Reactions and Interactions, and Energy Sources and Transformations facet clusters, and a framework for professional development using these content resources; and (c) a web-based Diagnoser for chemistry, including student assessments and teacher resource materials.The evaluation plan consists of three components: (1) a small-scale experimental study to examine the efficacy of the use of Diagnoser with Washington and California high school chemistry students and teachers, (2) an Advisory Board to monitor and assess the work, and (3) an external evaluator who will assess the facet and item development, as well as factors affecting Diagnoser implementation. Dissemination includes free web-based availability via Diagnoser, and workshops and presentations at national meetings.

在对学生的先入为主的概念，特别是在科学方面的研究的支持下，以及他们需要建立在学生带到课堂上的知识和技能的基础上，这项建议计划实施思维方面的视角，以改进高中化学的形成性评估、学习和教学。它的目标是：(1)确定和发展与关键高中化学概念有关的方面(学生的想法和理解)的簇；(2)开发在每个组中诊断方面的评估项目；(3)加强现有的基于网络的诊断评估系统，用于管理项目、报告结果，并为解释和使用评估数据提供教师资源材料；(4)开发教师专业发展和资源材料，以支持他们在化学中使用基于方面的方法；以及(5)检查学生在采用基于方面的评估系统的课堂上的化学学习是否有所改善。拟议的工作建立在以前由美国国家科学基金会资助的项目的基础上，这些项目侧重于(1)在物理领域设计诊断程序(esi-0435727)，以及(2)支持向复杂科学学习过渡的评估开发(rec-0129406)。该工作计划分为三个方面：(1)发展评估，其中包括：(A)通过认知访谈，发展和确认头三年与反应和相互作用以及能源和转化有关的20个方面组；(B)每个方面组发展和确认20个项目，包括对化学课的管理；(2)专业发展，通过这项工作，将为为期五天的教师讲习班编写材料，重点是评估学习周期；(3)技术开发，以升级现有的(物理学)诊断仪，以便纳入化学任务。预期的成套产品包括：(A)与反应和相互作用有关的8-10个经过验证的小平面集群，与能源和转化有关的8-10个经过验证的小平面集群，以及每个小平面集群有12-20个经过验证的物品；(B)1-3个启发式问题、1-3个发展经验教训和与每个反应和相互作用有关的1-3个说明性课程，以及能源和转化方面集群，以及使用这些内容资源的专业发展框架；评价计划由三个部分组成：(1)与华盛顿州和加利福尼亚州高中化学学生和教师一起进行的小型实验研究，以检查使用诊断仪的效果；(2)咨询委员会，监测和评估这项工作；(3)外部评价员，评估各方面和项目的发展，以及影响诊断仪实施的因素。传播包括通过诊断仪、讲习班和在国家会议上的介绍免费提供网络服务。