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

这一小型企业创新研究(SBIR)第二阶段研究项目将调查扩大和传播在线绩效评估系统所需的方法，以量化中学生的科学解决问题的技能。这项第二阶段的研究将以第一阶段的结果为基础，该阶段的结果确定了技术、后勤和专业发展方面的挑战，这些挑战影响了问题解决评估数据的快速计算、汇总和实时在线报告给不同的教育利益攸关方。研究将首先设计和实施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，以灵活地适应我们的商业化计划所指示的10-20倍的用户增长。这一发展的一个核心组成部分将是一个数据仓库，该数据仓库将用于分析教师如何获取成绩数据，这些数据将与一个数字仪表盘相连，使教师能够轻松、高度可视化地访问对其学生和比较教室的多方面评估。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，通过对学生解决问题的进度进行持续和实时的形成性评估，帮助教师教学、学生学习和管理人员做出知情的数据驱动的决策，这一维度在当今的课堂上没有频繁或严格地评估，但却是21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，并应允许对科学领域、教室、教师和学校系统中的问题解决进行累积比较，从而有助于重新思考系统评估科学问题解决方法的方式以及如何将传授这些技能的影响量化。

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.