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那些提供物理指导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)来实现的，以武装教职员工进行更好的评估和专业发展(为物理系主任举办研讨会和在线支持)，以教授作为变革推动者的教席如何使用这些工具。这项工作将有三个主要成果：1.系主任将学会以与他们的目标和语言一致的方式评估其部门的学习情况，并与PER的结果相联系，从而满足他们对评估工具的需求，并改变全国物理系进行评估的方式。物理教育研究者将增加他们对与方案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的研究领域。评估将成为一种舒适的工具，将导致更多地采用循证教学。通过为教席配备与其需求和目标挂钩的良好评估做法，该项目将为他们提供工具，使他们能够让其部门参与系统的审查和改进教学和学生学习的过程。该项目将促进评估和循证教学之间的联系，将在线评估资源与《每用户指南》(http://perusersguide.org).This)中每一种教学方法的现有资源联系起来，通过以下方式实现这些成果：--开发在线评估资源，包括(1)关于许多不同类型的形成性和总结性评估背后的研究和使用的指南，(2)全面收集基于每一种评估工具的概述，以及(3)建立一个数据库系统来收集和分析基于研究的评估的结果。--调查主席，以确定对他们来说最重要的评估问题。--为部门主席开发一个面对面的研讨会和在线跟进，以纳入基于每个人的评估。--开发在线模块和指南，以解决调查确定的问题。--进行综合研究，分析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)系统收集的数据。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进行评估和教学的方式。通过瞄准物理系主任来最大化影响，他们已经有很大的动机为部门和认证目的进行评估，并处于权威职位上，能够影响部门的变化。评估将在一个教席已经渴望新工具的领域开始转型，并将自然而然地导致以证据为基础的教学。

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.