Implementation of a Multidimensional Assessment Tool to Explore the Impacts of Pedagogy on Undergraduate Student Learning

实施多维评估工具探索教育学对本科生学习的影响

• 批准号: 1140763
• 负责人: Monica Cox
• 金额: $ 20万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140763&HistoricalAwards=false
• 关键词: Implementation; Multidimensional; Assessment; Tool; Explore

Assessment/Research (91) Engineering - Materials Science (57) Building upon recommendations from national initiatives, this project is testing the proposition that carefully mediated feedback from students to instructors on the effectiveness of engineering course design (instructional practices and curricular materials) can lead to substantial improvements in both instructional practice and student performance. It is examining thoroughly the pedagogical practices of 32 engineering graduate student instructors and faculty with various levels of pedagogical knowledge and teaching experience. This examination is being done through the Global Real-time Assessment Tool for Teaching Enhancement (G- RATE). G-RATE is a multidimensional feedback tool that provides pedagogical feedback to instructors about teaching at various points throughout the semester, frames this feedback within the How People Learn (HPL) framework, and engages instructors in self-assessment to identify areas of pedagogical strength and weakness. During the course of this project, 2,500 undergraduate engineering students are providing quantitative and qualitative feedback to their instructors about their learning experiences throughout the semester, using the G-RATE tool. Two research questions being addressed. (1) Does feedback through G-RATE improve the development of instructor pedagogical expertise? (2) What is the relationship between this feedback and undergraduate student outcomes (e.g., grades) within observed environments? Quantitative data are being collected from students' class deliverables (e.g., lab reports, exam scores, quizzes) as well as components of the G-RATE. Qualitative data are being collected using interviews with engineering instructors and their students. Designed outcomes of this project are (1) enhanced instructor pedagogical expertise via the implementation of evidence-based teaching assessments in first-year engineering and materials science and engineering courses; (2) improved undergraduate student outcomes from more effective teaching and curriculum choices (utilizing a mixed-methods approach by integrating both qualitative and quantitative data); and (3) a community support network of engineering instructors engaged in open dialogues about teaching and curricular design for undergraduate engineering courses.

评估/研究(91)工程材料科学(57)根据国家倡议的建议，该项目正在测试这样一个命题，即仔细调解学生对教师关于工程课程设计(教学实践和课程材料)有效性的反馈可以导致教学实践和学生表现的实质性改善。它正在彻底检查32名具有不同水平教学知识和教学经验的工程学研究生、教师和教职员工的教学实践。这项考试是通过全球教学改进实时评估工具(G-Rate)进行的。G-Rate是一种多维反馈工具，它在整个学期的不同阶段向教师提供关于教学的反馈，将这些反馈置于人们如何学习(HPL)的框架内，并让教师进行自我评估，以确定教学的优势和劣势。在这个项目的过程中，2500名工科本科生使用G-Rate工具向他们的导师提供了关于他们整个学期的学习经验的定量和定性反馈。正在解决两个研究问题。(1)通过G-Rate的反馈是否有助于教师教学专长的发展？(2)在观察到的环境中，这种反馈与本科生的成绩(例如，成绩)之间有什么关系？量化数据是从学生的课堂作业(例如，实验室报告、考试成绩、测验)以及G-Rate的组成部分中收集的。正在通过对工程教师及其学生的访谈来收集定性数据。该项目的设计成果是：(1)通过在第一年的工程学、材料科学和工程学课程中实施循证教学评估，提高教师的教学专业知识；(2)通过更有效的教学和课程选择(利用混合方法，结合定性和定量数据)改善本科生的结果；以及(3)由参与本科生工程学课程教学和课程设计公开对话的工程学教师组成的社区支持网络。