Collaborative Research: ChemQuery as a Formative Assessment Instructional Strategy for Chem 1

协作研究：ChemQuery 作为 Chem 1 的形成性评估教学策略

• 批准号: 0737057
• 负责人: Angelica Stacy
• 金额: $ 6.3万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2010-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0737057&HistoricalAwards=false
• 关键词: Collaborative; Research; ChemQuery; Formative; Assessment

Chemistry (12)This project focuses on improved instructional strategies in undergraduate general chemistry through new approaches to the formative assessment feedback cycle. In prior work funded by NSF, a conceptual framework, called the "Perspectives of Chemists", was developed that attempts to capture student learning patterns in chemistry. Chemistry is a set of powerful models of the natural world for which the discrete knowledge pieces are intended to build understanding. The aim of the "Perspectives" is to build working knowledge of these powerful scientific models, coordinating this knowledge into a functional whole. Without this view, the focus of instruction can become a fragmented acquisition of facts and algorithms. This project is using the "Perspectives" and an associated assessment system called ChemQuery to investigate formative assessment as an instructional strategy to help support student learning for about 1,400 students in UC Berkeley's Chemistry 1A course. ChemQuery includes computer-adaptive delivery of homework sets, called "Smart Homework," that measure student understanding on the "Perspectives" framework and then adjust questions to meet both the course learning objectives and the needs of students. Previously, the homework sets have been used to individualize homework challenge and scaffold from student's prior knowledge to successful completion of homework objectives. With this project, three different approaches to formative feedback are being investigated that could be incorporated within the "Perspectives": differentiating the scaffolding of the questions to connect with student prior knowledge, adding real time feedback with worked solutions, and adding real time feedback with differentiated worked solutions scaffolded to align with measured student understanding. Intellectual Merit: For STEM undergraduate education at large public universities as much as 50 percent of students entering the university intending to pursue STEM majors ultimately transition to non-STEM majors and careers, with little corresponding inflow into STEM majors. Part of this STEM attrition for these generally well-prepared students, with high mathematics and verbal test scores as well as exemplary achievement records in their prior high school science courses, may result from less successful learning experiences in the university classroom. Although there are many reasons for attrition, one strategy to help, that could also support student learning outcomes generally, is better formative assessment to address learning needs more closely as they arise. Broader Impacts: Advances in technology are allowing investigators to do more with assessment and differentiated instruction while at the same time lowering the previous cost barriers. Part of the goal of this project is to better understand how formative assessment and differentiated instructional strategies relate to teaching approaches in STEM courses. Investigations on how to use evidence of student learning patterns to refine teaching tools and techniques also are being pursued. Finally, the further development of the "Perspectives" framework may advance what is known about teaching and learning in chemistry, and offer conceptual models for assessment in other STEM disciplines.

化学(12)这个项目的重点是通过形成性评估反馈周期的新方法来改进本科普通化学的教学策略。在NSF资助的先前的工作中，开发了一个概念框架，称为“化学家的观点”，试图捕捉学生在化学中的学习模式。化学是一套强大的自然界模型，离散的知识片段旨在建立对这些模型的理解。“观点”的目的是建立这些强大的科学模型的工作知识，将这些知识协调成一个功能完整的知识。如果没有这种观点，教学的重点可能会变成对事实和算法的零散获取。该项目正在使用“展望”和一个名为ChemQuery的相关评估系统来调查形成性评估作为一种教学策略，以帮助支持加州大学伯克利分校化学1A课程约1,400名学生的学习。ChemQuery包括计算机自适应作业集，称为“智能作业”，它衡量学生对“观点”框架的理解，然后调整问题，以满足课程学习目标和学生的需求。此前，作业集被用来个性化作业挑战，并从学生的先验知识到成功完成作业目标。在这个项目中，正在研究三种不同的形成性反馈方法，这些方法可以被纳入“观点”中：区分问题的脚手架以与学生先前的知识联系起来，添加实时反馈和工作解决方案，以及添加实时反馈和差异化的工作解决方案以与测量的学生理解保持一致。智力价值：在大型公立大学的STEM本科教育中，高达50%的入学学生打算攻读STEM专业，最终过渡到非STEM专业和职业，很少有学生相应地进入STEM专业。对于这些通常准备充分的学生来说，STEM流失的部分原因可能是在大学课堂上不太成功的学习经历。这些学生的数学和语言测试成绩很高，而且在以前的高中科学课程中取得了堪称典范的成绩。虽然自然流失的原因有很多，但有一种策略可以帮助学生，也可以在总体上支持学生的学习结果，那就是更好地进行形成性评估，以便在学习需求出现时更紧密地满足这些需求。更广泛的影响：技术的进步使调查人员在评估和差异化指导方面做得更多，同时降低了以前的成本壁垒。该项目的部分目标是更好地了解形成性评估和差异化教学策略如何与STEM课程的教学方法相关联。关于如何利用学生学习模式的证据改进教学工具和技术的调查也在进行中。最后，“观点”框架的进一步发展可能会促进人们对化学教与学的了解，并为其他STEM学科的评估提供概念模型。