Simulations for Performance Assessments that Report on Knowledge and Skills (SPARKS)

报告知识和技能的绩效评估模拟 (SPARKS)

• 批准号: 0903243
• 负责人: Paul Horwitz
• 金额: $ 89.16万
• 依托单位: Concord Consortium
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-05-01 至 2013-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0903243&HistoricalAwards=false
• 关键词: Simulations; Performance; Assessments; Report; Knowledge

This project is a three year project that is a collaboration between the Concord Consortium and CORD and that extends earlier ATE funded work on assessment of competencies with electronic circuits and test equipment. The new assessments provide finer grain analysis about student understanding and misconceptions, thus enabling specific and well targeted individual interventions. Each assessment challenges the user to accomplish some task, such as making a measurement or troubleshooting a circuit. The computer monitors the student and generates reports for use by the student, the instructor, or both. The project aims to improve learning by providing timely and informative feedback on students? progress, as inferred from their performance on realistic tasks. The PI has found that students? scores on question-and-answer tests are not reliable predictors of their ability to perform a cognitively demanding task, as shown by their performance on simulation-based assessments. In particular, the PI has shown that there must be a serious reconceptualization of the assessment tools used to evaluate students? learning if they are to constitute reliable measures of the targeted knowledge and skills. By extension, the project investigates the central question of how to evaluate whether a student has learned something.

该项目是一个为期三年的项目，由 Concord 联盟和 CORD 合作，扩展了早期 ATE 资助的电子电路和测试设备能力评估工作。 新的评估提供了有关学生理解和误解的更细粒度的分析，从而能够进行具体且有针对性的个人干预。 每个评估都要求用户完成某些任务，例如进行测量或对电路进行故障排除。计算机监视学生并生成报告供学生、教师或两者使用。 该项目旨在通过为学生提供及时且信息丰富的反馈来改善学习？进步，从他们在实际任务中的表现推断出来。 PI发现同学了吗？正如他们在模拟评估中的表现所表明的那样，问答测试的分数并不能可靠地预测他们执行认知要求较高的任务的能力。 特别是，PI 表明必须对用于评估学生的评估工具进行认真的重新概念化？学习它们是否构成目标知识和技能的可靠衡量标准。 通过扩展，该项目调查了如何评估学生是否学到了一些东西的核心问题。