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

该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）来武装教师进行更好的评估和专业发展（一个研讨会和物理系主任的在线支持）来教主席，作为变革的推动者，如何使用这些工具来实现的。这项工作将有三个主要成果：1。系主任将学会以一种与他们的目标和语言相一致的方式评估他们部门的学习，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。评估将成为一种舒适的工具，将导致更多地采用循证教学。通过为系主任提供与他们的需求和目标相结合的良好评估实践，该项目将为他们提供工具，使他们的部门参与系统的审查和改进教学和学生学习的过程。该项目将通过将在线评估资源与基于PER用户指南（http://perusersguide.org）.This)的基于PER的教学方法的现有资源连接起来，促进评估与循证教学之间的联系，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)背后的研究指南以及许多不同类型的形成性和总结性评估的使用；(2)全面收集基于per的评估工具概述；(3)收集和分析基于研究的评估结果的数据库系统。——调查主席，找出对他们来说最重要的评估问题。-为系主任举办现场研讨会和在线跟进，以纳入基于per的评估。-开发在线模块和指南，以解决调查中发现的问题。-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对几十年来物理教育研究成果的使用，改变全国的评估和教学方式。以物理系系主任为目标，将使影响最大化，他们已经非常积极地为部门和认证目的进行评估，并且处于权威地位，能够影响部门的变革。评估将在一个已经渴望新工具的领域开始转型，并将自然地引导到循证教学。

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.