Collaborative Research: WIDER: EAGER: Increasing Faculty Use of Formative and Summative Assessment through Online Resources and Faculty Development

这个项目的目标是在提供物理教学的专业人员和开发物理评估工具的研究人员之间建立一座桥梁。 这是通过提供工具（在线评估资源和综合研究），武装教师做更好的评估和专业发展（讲习班和在线支持物理系椅子）教椅子，作为变革的推动者，如何使用这些工具。这项工作将有三个主要成果：1。系主任将学会以符合其目标和语言并与PER结果相关联的方式评估其系中的学习，从而满足他们对评估工具的需求，并改变全国物理系的评估方式。物理教育研究人员将增加他们对与项目审查相关的评估需求的理解，从而改进工具以满足这些需求和潜在的新研究领域。评估将成为一个舒适的工具，将导致更多的采用循证教学。通过武装椅子与他们的需求和目标相联系的良好的评估实践，这个项目将给他们的工具，使他们的部门在一个系统的过程中的检查和改进的教学和学生的学习。该项目将通过将在线评估资源与PER用户指南（http：//www.example.com）中基于PER的教学方法的现有资源连接，促进评估和循证教学之间的联系perusersguide.org。该项目将通过以下方式实现这些成果：- 开发在线评估资源，包括（1）许多不同类型的形成性和总结性评估背后的研究和使用指南，（2）全面收集基于PER的评估工具概述，及（3）数据库系统，以收集及分析以研究为本的评估结果。--调查椅子，找出对他们最重要的评估问题。开发一个面对面的研讨会和在线跟进部门主席纳入基于PER的评估。开发在线模块和指南，以解决调查中发现的问题。通过新的评估结果数据库和现有的快速分析和网络报告（RAWR）系统收集数据，进行综合研究。该项目有可能通过增加使用数十年的物理教育研究来改变全国的评估和教学方式。将通过针对物理系主任，谁已经深深地激励做部门和认证目的的评估，并在权威的位置，并能够影响部门的变化，影响最大化。评估将在一个椅子已经渴望新工具的领域开始转变，并将自然地走向循证教学。

The goal of this project is to build a bridge between those professionals who provide physics instruction and researchers who develop assessment tools for physics. This is being accomplished by providing tools (online assessment resources and synthesis research) to arm faculty to do better assessment and professional development (a workshop and online support for physics department chairs) to teach chairs, as agents of change, how to use those tools. This work will have three major outcomes:1. Department chairs will learn to assess learning in their departments in a way that is consistent with their goals and language and connected to results in PER, thus meeting their need for assessment tools and transforming the way assessment is done in physics departments throughout the country.2. Physics education researchers will increase their understanding of the assessment needs related to program review, resulting in improved tools to meet these needs and potential new areas of research.3. Assessment will become a comfortable tool that will lead to increased adoption of evidence-based teaching. By arming chairs with good assessment practices tied to their needs and goals, this project will give them the tools to engage their departments in a systematic process of examination and improvement of teaching and student learning. The project will facilitate the connection between assessment and evidence-based teaching by connecting online assessment resources to existing resources for PER-based teaching methods in the PER User's Guide (http://perusersguide.org).This project will achieve these outcomes by:-- Developing online assessment resources including (1) a guide to the research behind and the use of many different types of formative and summative assessments, (2) a comprehensive collection of overviews of PER-based assessment instruments, and (3) a database system to collect and analyze results of research-based assessments. -- Surveying chairs to identify the questions about assessment that are most important to them.-- Developing an in-person workshop and online follow-up for department chairs on incorporating PER-based assessments.-- Developing online modules and guides to address the questions identified by the survey.-- Conducting synthesis research to analyze data collected through the new assessment results database and the existing rapid analysis and web reports (RAWR) system.This project has the potential to transform how both assessment and teaching are done throughout the country by increasing the use of decades of physics education research. The impact will be maximized by targeting physics department chairs, who are already deeply motivated to do assessment for departmental and accreditation purposes, and are in positions of authority and able to affect departmental change. Assessment will start the transformation in an area where chairs are already eager for new tools and will lead naturally towards evidence-based teaching.