HCC: Small: PedWorkflow: Workflows for Assessing Student Learning

这一教学Qorkflow研究项目将创建一个新的混合工作流框架，通过交互生成和执行各种评估工作流来支持对学生学习的有效评估。与许多现有的工作流系统不同，学生评估任务包括一些不能完全自动化的步骤，如获取年级、背景和学生调查信息。该系统将在执行和综合人工步骤的结果方面提供协助。研究步骤将包括：(A)对作为工作流程组成部分的计算性和非计算性评估工具进行基于知识的建模；(B)交互式生成评估工作流程，同时传播和合并来自计算性和非计算性组成部分的约束；(C)交互式执行混合工作流程，纳入从执行非计算性组成部分推断出的新约束。评估将集中在教育工作流技术对学习评估表现的影响，特别是对本科工科课程的教学话语评估。支持在线学习的教育技术现在得到了许多高校的集中支持。除了网络上可供消费的大量信息外，人们认为必须使用技术进行教学，这给教师带来了相当大的负担，他们必须学会通过新媒体将适当的学生实践与学习评估结合起来。教学工作流程将允许很少或根本没有受过教育评估培训的教师对正在进行的课程中的学生学习进行大规模复杂的诊断和评估。促进将学生个人信息整合到评估中将为提高STEM的参与度、学习和保持能力指明方向。这一发现将通过与教师和教育专家分享成果和技术，为社会带来好处。拟议的工作还有可能导致一个关于电子学习工作流的新研究领域，类似于工作流技术用电子科学工作流转变电子科学研究的方式。

This pedagogical qorkflow research project will create a novel hybrid-workflow framework that supports efficient assessment of student learning through interactive generation and execution of various assessment workflows. Unlike in many existing workflow systems, the task of student assessment includes steps that cannot be fully automated, such as obtaining grade, background and student survey information. The system will provide assistance in executing and integrating the results of the manual steps. Research steps will include (a) knowledge-based modeling of computational and non-computational assessment tools as workflow components; (b) interactive generation of assessment workflows while propagating and combining constraints from both computational and non-computational components; and (c) interactive execution of hybrid workflows that incorporates new constraints that are inferred from execution of non-computational components. Evaluations will focus on the effects of Pedagogical Workflow technology on learning assessment performance, especially the assessment of pedagogical discourse in undergraduate engineering courses.Educational technology to support online learning is now centrally supported by many colleges and universities. The perceived mandate to use technology for instruction, in addition to the enormous amount of information available for consumption on the Web, places a considerable burden on instructors who must learn to integrate appropriate student practices and learning assessment via the new media. Pedagogical workflows will allow instructors with little or no training in educational assessment to perform large-scale complex diagnosis and assessment of student learning in ongoing lessons. Facilitating the integration of personal student information into assessment will point to directions to improve STEM participation, learning, and retention. The finding will provide benefits to society by sharing results and technology with instructors and educational experts. The proposed work also has the potential to lead to a new research field on e-Learning workflows, similar to the way in which workflow technology transformed e-Science research with e-Science workflows.