EXP: Learning Lens: An Evidence-Centered Tool for 21st Century Assessment

EXP：学习镜头：21 世纪评估的以证据为中心的工具

• 批准号: 1321145
• 负责人: Lucien Vattel
• 金额: $ 34.97万
• 依托单位: GameDesk, Inc.
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1321145&HistoricalAwards=false
• 关键词: EXP; Learning; Lens; Evidence; Centered

In this Cyberlearning: Transforming Education EXP project, a collaborative team of assessment specialists, learning scientists, K12 educators, educational technologisst, and informal science educators are exploring the design and feasibility of a tool called the Learning Lens, a mobile multi-media tool for gathering data in the midst of learning activities that can shed light on learners' capabilities and understanding and the interactions between learners and educators. The system's design is informed by ideas of evidence-based assessment; it is designed to allow a user to collect the kinds of data that can be used to support arguments about what learners understand and are capable of, including formal products of learners, their presentations or explanations, discussions among peers, and interactions with people and objects in the learning environment.Such a tool could play important roles in the the education of education practitioners. Pre-service and in-service teachers might gather data sporadically in their classrooms to use in discussions with others about their practice. Or, those observing educators in practice might gather data to be used later in reflecting on educational practices. As well, such a tool holds promise for enhancing assessment. While paper-and-pencil testing can be used to assess understanding and some disciplinary skills, it is quite a bit more challenging to objectively assess complex social, communication, reasoning, and meta-cognitive skills. The Learning Lens is being developed to promote evidence-based analysis of such skills. With the tool, researchers or teacher observers or teachers themselves would collect data showing what learners understand or can do. Such data capture holds promise for allowing educators and researchers to iteratively and collaboratively document learner development, develop assessment rubrics, track students' real-time growth in situ, and identify outcomes of pedagogical moves and tactics.

在这个网络学习中：在教育EXP转型项目中，一个由评估专家、学习科学家、K12教育工作者、教育技术人员和非正式科学教育工作者组成的合作团队正在探索一种名为“学习透镜”的工具的设计和可行性，这是一种移动的多媒体工具，用于在学习活动中收集数据，从而了解学习者的能力和理解以及学习者与教育工作者之间的互动。该系统的设计是基于循证评估的思想;它被设计成允许用户收集可用于支持关于学习者理解和能够做什么的论点的数据种类，包括学习者的正式产品，他们的陈述或解释，同伴之间的讨论，以及与学习环境中的人和物体的互动。这样的工具可以在教育实践者的教育中发挥重要作用。职前和在职教师可能会在课堂上偶尔收集数据，用于与他人讨论他们的做法。或者，那些在实践中观察教育者的人可能会收集数据，以便以后在反思教育实践时使用。同样，这样一个工具有希望加强评估。虽然纸笔测试可以用来评估理解和一些学科技能，但客观地评估复杂的社交，沟通，推理和元认知技能更具挑战性。正在开发“学习透镜”，以促进对这些技能进行循证分析。有了这个工具，研究人员或教师观察员或教师自己将收集数据，显示学习者理解或能做什么。这样的数据采集有望使教育工作者和研究人员能够迭代和协作地记录学习者的发展，开发评估规则，跟踪学生的实时成长，并确定教学行动和策略的结果。