SBIR Phase II: A Value-based Approach for Quantifying Problem Solving Strategies

SBIR 第二阶段：量化问题解决策略的基于价值的方法

• 批准号: 0822020
• 负责人: Ronald Stevens
• 金额: $ 50万
• 依托单位: The Learning Chameleon, Inc.
• 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: 2008-11-15 至 2011-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822020&HistoricalAwards=false
• 关键词: SBIR; Phase; II; Value; based

This Small Business Innovation Research (SBIR) Phase II research project will investigate methodologies required to scale and disseminate an online performance-based assessment system for quantifying the scientific problem solving skills of middle school students. This Phase II research will be based on the Phase I results which identified the technical, logistical and professional development challenges that influence the rapid calculation, aggregation and real-time, online, reporting of problem solving assessment data to diverse educational stakeholders. The research will first design and implement an Online Analytical Processing (OLAP) model for data analysis and reporting and incorporate these designs into a system scale-up plan to flexibly accommodate the 10-20 fold increase in users indicated by our commercialization plan. A central component of this development will be a data warehouse that will be instrumented allowing the analysis of how teachers access the performance data, which will be linked to a digital dashboard which will provide teachers with an easy, and highly visual access to multi-dimensional assessments of their students and comparison classrooms. Additionally, this information will be used to develop new forms of professional development to support teachers in the better use of the data available. The impact of this extensible formative, summative and programmatic assessment system of learning will have broad relevance for helping teachers to teach, students to learn, and administrators to make informed data-driven decisions through the continual, and real-time formative evaluation of a student's problem solving progress, a dimension not frequently or rigorously assessed in today's classrooms, yet a critical component of 21st century skills. The outcomes of this project should have widespread utility at all levels of science education and should allow cumulative comparisons of problem solving across science domains, classrooms, teachers and school systems thus helping to re-think the ways scientific problem solving is systemically assessed and how the impact of teaching these skills becomes quantified.

这个小企业创新研究（SBIR）第二阶段的研究项目将调查所需的方法，以规模和传播一个基于绩效的在线评估系统，量化中学生的科学问题解决能力。第二阶段的研究将基于第一阶段的研究结果，该研究确定了影响快速计算、汇总和实时在线向不同教育利益相关者报告问题解决评估数据的技术、后勤和专业发展挑战。该研究将首先设计和实现一个用于数据分析和报告的在线分析处理（OLAP）模型，并将这些设计纳入系统扩展计划，以灵活地适应我们商业化计划所指示的用户增长10-20倍。这一发展的一个核心组成部分将是一个数据仓库，它将被仪表化，允许分析教师如何访问性能数据，这些数据将被链接到一个数字仪表板，这将为教师提供一个简单的，高度可视化的访问他们的学生和比较教室的多维评估。此外，这些信息将用于开发新的专业发展形式，以支持教师更好地利用现有数据。这种可扩展的形成性、总结性和程序性学习评估系统的影响将具有广泛的相关性，有助于教师教学、学生学习和管理人员通过对学生解决问题的进展进行持续、实时的形成性评估来做出明智的数据驱动决策，这是一个在当今课堂上不经常或不严格评估的维度，但却是21世纪世纪技能的关键组成部分。该项目的成果应在各级科学教育中具有广泛的实用性，并应允许跨科学领域，教室，教师和学校系统的问题解决的累积比较，从而有助于重新思考科学问题解决的方式进行系统评估，以及如何将这些技能教学的影响量化。