Collaborative Research: Automated Analysis of Constructed Response Concept Inventories to Reveal Student Thinking: Forging a National Network for Innovative Assessment Methods

协作研究:自动分析构建的反应概念清单以揭示学生的思维:打造创新评估方法的国家网络

基本信息

  • 批准号:
    1022673
  • 负责人:
  • 金额:
    $ 8.45万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2010
  • 资助国家:
    美国
  • 起止时间:
    2010-09-01 至 2014-08-31
  • 项目状态:
    已结题

项目摘要

Numerous reports on the effectiveness of U.S. higher education in the Science, Technology, Engineering and Mathematics (STEM) disciplines call for increased emphasis on conceptual learning, rather than rote memorization. Suitable assessments (tests) of conceptual learning (often referred to as concept inventories or diagnostic question clusters), however, are few and are constrained by the ability to score the outcomes of the tests in a cost-effective manner. Multiple-choice assessments (selected responses) are more widespread in higher education, especially at medium to large institutions where class sizes are large, and where automated scoring provides the essential cost-effectiveness. Conversely, written response assessments (constructed responses), which are widely held to be superior at revealing actual student thinking, are quite rare in practice given the time and effort required for manual scoring. This project leverages the latest computerized tools and statistical techniques to make constructed response assessments more broadly available. Computer automation allows the use of these more insightful conceptual questions and tests with much larger numbers of students, thereby providing an enhanced understanding of students' conceptual learning. Project personnel work with developers of conceptual testing instruments to create constructed response versions of the tests coupled with the necessary computerized scoring tools with the eventual goal of providing computer-automated evaluation of conceptual thinking. The project is a collaboration among three major public universities.
关于美国高等教育在科学、技术、工程和数学(STEM)学科的有效性的许多报告呼吁更加重视概念学习,而不是死记硬背。然而,概念学习的适当评估(测试)(通常称为概念清单或诊断问题集)很少,并且受到以具有成本效益的方式对测试结果进行评分的能力的限制。多项选择评估(选择性回答)在高等教育中更为普遍,特别是在班级规模较大的大中型机构,自动评分提供了基本的成本效益。相反,书面反应评估(构建的反应),这是广泛认为是上级在揭示实际的学生思维,是相当罕见的,在实践中考虑到人工评分所需的时间和精力。该项目利用最新的计算机化工具和统计技术,使构建的应对评估更广泛地提供。计算机自动化允许使用这些更有洞察力的概念问题和测试与更多的学生,从而提供了一个更好的理解学生的概念学习。项目人员与概念测试工具的开发人员合作,创建测试的构造响应版本,并配备必要的计算机化评分工具,最终目标是提供概念思维的计算机自动评估。该项目是三所主要公立大学之间的合作。

项目成果

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Jennifer Knight其他文献

Social Experience, Social Attention and Word Learning in an Overhearing Paradigm
无意中听到的范式中的社会经验、社会注意力和词汇学习
  • DOI:
  • 发表时间:
    2009
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Laura A. Shneidman;J. Buresh;P. Shimpi;Jennifer Knight;A. Woodward
  • 通讯作者:
    A. Woodward
The Gudaga Study: Development in 3‐year‐old urban Aboriginal children
古达加研究:3 岁城市原住民儿童的发育
Feasibility of a mindfulness intervention on sleep disturbance, immune function, and clinical outcomes in hematopoietic stem cell transplant recipients
  • DOI:
    10.1016/j.bbi.2024.01.091
  • 发表时间:
    2023-11-01
  • 期刊:
  • 影响因子:
  • 作者:
    Elisabeth Henley;Hannah Uttley;Keayra Morris;Melinda Stolley;Anita D'Souza;Michael Irwin;Steven Cole;Gwen Lomberk;Jennifer Knight
  • 通讯作者:
    Jennifer Knight
Evolution of epidemiologic methods and concepts in selected textbooks of the 20th century
20世纪精选教科书中流行病学方法和概念的演变
  • DOI:
    10.1007/s00038-004-3117-8
  • 发表时间:
    2004
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Fang F. Zhang;D. Michaels;B. Mathema;S. Kauchali;A. Chatterjee;D. Ferris;Tamarra M James;Jennifer Knight;M. Dounel;Hebatullah O. Tawfik;J. Frohlich;Li Kuang;Elena K. Hoskin;F. Veldman;Giulia Baldi;K. Mlisana;L. D. Mametja;Angela Diaz;Nealia khan;Pamela Sternfels;Jeffery Sevigny;Asher Shamam;A. Morabia
  • 通讯作者:
    A. Morabia
Understanding motivations and resilience-associated factors to promote timely linkage to HIV care: a qualitative study among people living with HIV in western Kenya.
了解促进与艾滋病毒护理及时联系的动机和复原力相关因素:对肯尼亚西部艾滋病毒感染者进行的定性研究。
  • DOI:
    10.1080/09540121.2023.2240066
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    1.7
  • 作者:
    Stephanie M DeLong;C. Kafu;J. Wachira;Jennifer Knight;P. Braitstein;D. Operario;B. Genberg
  • 通讯作者:
    B. Genberg

Jennifer Knight的其他文献

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{{ truncateString('Jennifer Knight', 18)}}的其他基金

Developing Teaching Tools to Promote Transfer of Core Concept Knowledge Across Biological Scales and Sub-disciplines.
开发教学工具以促进跨生物尺度和子学科的核心概念知识的转移。
  • 批准号:
    2336777
  • 财政年份:
    2024
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant
Problem Solving Through Practice: Identifying Common Student Struggles in Solving Complex Biology Problems and Developing Tools to Drive Improvement
通过实践解决问题:识别学生在解决复杂生物学问题和开发工具以推动改进方面的常见困难
  • 批准号:
    1711348
  • 财政年份:
    2017
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant
Collaborative Research: Impact of the Summer Institutes on Faculty Teaching and Student Achievement
合作研究:暑期学院对教师教学和学生成绩的影响
  • 批准号:
    1323019
  • 财政年份:
    2014
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant
Collaborative Research: A Community of Enhanced Assessment Facilitates Reformed Teaching
协作研究:增强评估社区促进教学改革
  • 批准号:
    1347729
  • 财政年份:
    2013
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant
Collaborative Research: Navigating from Vision to Change with Bio-MAPS
合作研究:利用 Bio-MAPS 从愿景转向变革
  • 批准号:
    1322364
  • 财政年份:
    2013
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant
Collaborative Research: Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM
合作研究:扩大构建反应评估自动分析的国家网络,以揭示学生在 STEM 中的思维
  • 批准号:
    1323022
  • 财政年份:
    2013
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Continuing Grant
Investigating Instructional Influences on the Productivity of Clicker Discussions
调查教学对答题器讨论效率的影响
  • 批准号:
    1140789
  • 财政年份:
    2012
  • 资助金额:
    $ 8.45万
  • 项目类别:
    Standard Grant

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