Assessing by design: Unpacking the role of formative assessment in student learning

这个项目是一项精心设计的关于形成性评估、教师反馈和学生学习之间关系的实证研究。人们普遍认为形成性评价是影响学生学习的最有效的教学干预措施之一，但在某些方面支持的经验证据仍然很少。在参与教师的充分合作下，这项研究将从生物和心理学的面对面和在线课程中产生强大的经验数据流，以便：1.描述形成性评估提示，2.向学生描述教师产生的反馈的性质，3.描述学生如何使用教师产生的反馈，包括确定学生使用的反馈的类型，以及他们使用反馈的频率和一致性。4.最终描述形成性评价与学生学习的关系。这是一个以设计为基础的研究项目。课堂模块将被随机分配到实验课(提供形成性评估和反馈机会)或控制课(不提供形成性评估和反馈机会)。通过这种方式，所有学生都将在课程期间的某个时候同时参加控制组和实验组。学生的学习将通过使用从经过验证的概念清单(在适当情况下)或教师生成的评估项目中提取的项目以及学生对其学习成果的自我报告工具评估(可在SALGsite.org上获得)来衡量学习成果。维持的假设是，经常获得和使用反馈机会的学生将显示出更大的学习收益和更高的课程成绩。这项研究将收集人口统计变量(例如，性别、GPA、ACT分数)并管理修订后的研究过程问卷(Biggs等人。2001年)和12项粗砂量表(Duckworth等人2007)支持建立以经验为导向的模式，以描述形成性评估和反馈对学习者最有用的环境。该项目试图预测在什么样的课堂情境下，形成性评估和反馈对谁最有用。

This project is a carefully designed empirical study of the relationship between formative assessment, instructor-generated feedback, and student learning. It is widely believed on the basis of theory and prior local studies that formative assessment is one of the most effective instructional interventions to impact student learning, but the supporting empirical evidence is still thin in some respects. With the full cooperation of participating faculty, this study will generate a robust stream of empirical data from both face-to-face and online courses in biology and psychology in order to:1. Characterize the formative assessment prompts,2. Describe the nature of instructor-generated feedback to students,3. Describe how students use instructor-generated feedback, including identifying the types of feedback students use, and how frequently and consistently they use it. 4. Ultimately describe the relationship between formative assessment and student learning. This is a design-based research project. Classroom modules will be randomly assigned to either experimental class sessions (that provide formative assessment and feedback opportunities) or control class sessions (that do not provide formative assessment and feedback opportunities). In this manner, all students will participate in both control and experimental groups at some point during their course. Student learning will be measured through gains in learning using items drawn from validated concept inventories (where appropriate) or instructor-generated assessment items, and the self-report instrument Students Assessment of their Learning Gains (available at SALGsite.org). The maintained hypothesis is that students who regularly access and use feedback opportunities will show greater learning gains and have higher course grades. The study will collect demographic variables (e.g., gender, GPA, ACT scores) and administer the Revised Study Process Questionnaire (Biggs et al. 2001) and the 12-item GRIT scale (Duckworth et al. 2007) to support the creation of an empirically-driven model to describe the contexts in which formative assessment and feedback are most useful to learners. The project seeks to predict for whom and in what classroom situations formative assessment and feedback are most useful.