Transforming Learning in Undergraduate STEM Classrooms by Expanding the Collection of Real-Time Formative Assessment Using Low-Cost Pen-Enabled Mobile Technology

该项目是对笔式移动计算设备的一项有前景的试点研究的后续。它扩展和研究了一种新兴的形成性评估教学范式，即平板电脑模式，在这种模式下，每个学生都通过使用数字墨水和免费的基于网络的软件“走到黑板前”，单独回答教师提出的开放格式的问题。教师即时接收各种数字材料（文本、图表、方程、图表），并在同一次课堂会议上使用这些材料来集中和澄清学生的思维，纠正错误观念，加强正确理解，增加学生的元认知，总体上更有效地利用课堂时间。这种方法即使在人数众多的教室里也是可行的。平板电脑模式的广泛采用需要1)成本更低的执行途径；2)更广泛的、基于研究的证据表明其在不同课堂环境中的有效性；3)关于最佳实践的指导。这个项目正在提供更多的信息来满足这些需求。该项目测量使用开放格式问题和各种低成本的钢笔移动计算设备进行实时形成性评估时取得的学习成果。这些收益与使用更传统的教学模式所取得的收益进行了比较。它还测量了情境因素对这些学习成果的可变影响：STEM学科、课程内容、机构类型以及学生的性别和种族。目前正在努力确定最佳做法，以便协助采用者。在物理、化学工程和生物学等学科的入门级和高级本科教学中，实验和授课课程都在适应这种方法。这项工作正在一所工程大学和一所社区学院进行。

This project is following up on a promising pilot study of pen-enabled mobile computing devices. It expands and investigates an emerging teaching paradigm for formative assessment known as the Tablet Model, in which every student "goes to the blackboard" by using digital ink and free, web-based software to individually respond to open-format questions posed by the instructor. The instructor receives instantaneously a variety of materials digitally (text, diagrams, equations, graphs) and uses these in the same class meeting to focus and clarify student thinking, modify misconceptions, reinforce correct understandings, increase student metacognition, and generally use class time more effectively. This approach is workable even in classrooms with large enrollments. Widespread adoption of the Tablet Model logically requires 1) less expensive avenues of implementation; 2) broader, research-based evidence of its effectiveness in diverse classroom environments; and 3) guidance on best practices. This project is providing substantially more information to meet these needs. This project measures learning gains achieved when using open-format questions with a variety of low-cost pen-enabled mobile computing devices for real-time formative assessment. These gains are compared with gains achieved from using more traditional teaching paradigms. It is also measuring the variable impact on these learning gains of situational factors: STEM discipline, course content, institution type, and student gender and ethnicity. An effort is being made to identify best practices in order to assist adopters. Both laboratory and lecture-based courses are being adapted to this approach -- at both the introductory and advanced undergraduate levels of instruction -- in the disciplines of physics, chemical engineering, and biology. This work is being carried out in an engineering university and a community college.