Collaborative Research: Community Implementation: WIDER:Data Explorer and Assessment Resources for Faculty

合作研究：社区实施：WIDER：教师数据浏览器和评估资源

• 批准号: 1347821
• 负责人: Eleanor Sayre
• 金额: $ 42.26万
• 依托单位: Kansas State University
• 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: 2013-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347821&HistoricalAwards=false
• 关键词: Collaborative; Research; Community; Implementation; WIDER

A collaborative PI team from Kansas State University and the American Association of Physics Teachers is creating a national model for improving STEM higher education through a community-based web resource to help physics faculty transform their teaching by incorporating teaching methods and assessments based on research into classroom learning. Recognizing that higher education struggles to find ways to evaluate and improve instruction, the project is using a "bottom-up" approach in which discipline-based teachers/researchers develop, share, and aggregate assessment data.Research-based assessment instruments have had a major impact on physics education reform. They provide universal and convincing measures of student understanding that instructors can use to assess and improve their teaching. These instruments can transform teaching practice by informing instructors about their teaching efficacy so that they can improve it. At the same time, their widespread use can transform researchers' understanding of the impact of educational transformation by providing large quantities of data that compare teaching practices across a broad range of institutions and student populations.The results of preliminary studies suggest that physics faculty members are eager to use their cognitive resources as scientists to explore big data and compare their students' assessment results to those of other students like their own. However, the preliminary studies also suggest that many instructors who use these instruments do not know how to interpret the results or how to use them to improve their teaching. Further, because local results are known only to individual instructors, researchers do not have access to this pool of data. For these reasons, the project is turning the private practice of administering assessment instruments into a community practice of interpreting assessment results in the context of a large community of educators using similar practices in similar settings, comparing results, and using them to transform teaching practices both for individual faculty members and for departments as a whole. The PI team is expanding a prototype database developed as part of a previous NSF grant (WIDER DUE-1256352) into a community forum and data explorer that allow instructors and researchers to easily upload, discuss, and compare their data in an intuitive, interactive, and informative way. The data explorer features an intuitive user interface inviting exploration and discovery, interactive one-click analysis tools, a scalable database, and robust data security. This system will be incorporated into the PER User's Guide, an NSF-funded (NSDL DUE-0840853, TUES DUE-1245490) project that provides online resources for physics faculty about research-based teaching methods and assessments.The intellectual merit of this project resides in the easily accessible user interface that is designed to enable faculty members to engage with their students' assessment data and the national dataset. Instructors can generate reports for themselves to interpret their own results in order to improve their teaching, to explain what they are doing to colleagues, and to include in teaching portfolios and promotion and tenure reports that demonstrate their teaching efficacy. When fully operational, the database is expected to include results from hundreds of colleges and universities.The Broader Impacts of the project lie in the access to an unprecedented amount of assessment data that opens the doors for physics education researchers and faculty to answer questions about students' learning that were previously inaccessible.

来自堪萨斯州立大学和美国物理教师协会的合作PI团队正在通过基于社区的Web资源来改善STEM高等教育的国家模型，以帮助物理教师通过将基于研究的教学方法和评估纳入课堂学习来帮助改变其教学。该项目认识到高等教育努力寻找评估和改善教学的方法，因此正在采用一种“自下而上”的方法，在这种方法中，基于学科的教师/研究人员开发，共享和汇总评估数据。基于研究的评估工具对物理教育改革产生了重大影响。他们提供了普遍且令人信服的学生理解，即讲师可以用来评估和改善他们的教学。这些工具可以通过向讲师告知其教学效果，以改善教学实践，从而改善教学实践。同时，他们的广泛使用可以通过提供大量数据来改变研究人员对教育转型影响的理解，以比较跨广泛的机构和学生人群的教学实践。 但是，初步研究还表明，许多使用这些工具的讲师都不知道如何解释结果或如何使用它们来改善其教学。此外，由于本地结果仅是个人教练知道的，因此研究人员无法访问此数据池。 由于这些原因，该项目正在将管理评估工具的私人实践转变为一个社区的惯例，以解释评估结果的结果，在大型教育工作者社区中使用类似的实践，比较结果，并利用它们来改变个人教职员工和整个部门的教学实践。 PI团队正在将作为先前NSF赠款（更广泛的Dudure-1256352）的一部分开发的原型数据库扩展到社区论坛和数据资源管理器中，该数据库允许讲师和研究人员以直观，互动，互动性，互动性和信息性的方式轻松上传，讨论和比较他们的数据。数据Explorer具有直观的用户界面，邀请探索和发现，交互式的一键分析工具，可扩展的数据库以及鲁棒的数据安全性。该系统将被纳入PER用户指南中，这是NSF资助的（NSDL Due-0840853，TUE DUDY-1245490）项目，该项目为基于研究的教师提供了在线资源，涉及基于研究的教学方法和评估。该项目的智力优点是该项目的易于访问的用户界面，该界面旨在促进其旨在促进学生评估学生的数据和数据及其数据的数据，并与他们的数据进行了评估。讲师可以为自己生成报告，以解释自己的结果，以改善他们的教学，解释他们对同事的工作，并包括在教学组合和晋升中，以及证明其教学效率的任期报告。完全运作后，该数据库将包括数百所大学和大学的结果。该项目的更广泛的影响在于获取前所未有的评估数据，该数据为物理教育研究人员打开大门，并回答有关学生学习的问题，这些问题以前不可接受。