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

设计评估：揭示形成性评估在学生学习中的作用

• 批准号: 1431891
• 负责人: Jennifer Momsen
• 金额: $ 50.07万
• 依托单位: North Dakota State University Fargo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2020-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431891&HistoricalAwards=false
• 关键词: Assessing; design; Unpacking; role; formative

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.

本研究是一项精心设计的实证研究，旨在探讨形成性评价、教师反馈与学生学习之间的关系。形成性评价是影响学生学习的最有效的教学干预手段之一，这一观点在理论和国内已有研究的基础上得到了广泛的认同，但在某些方面支持性的实证证据还很薄弱。 在参与教师的充分合作下，本研究将从生物学和心理学的面对面和在线课程中生成一个强大的经验数据流，以便：1。形成性评价的特点; 2.描述教师对学生反馈的性质。描述学生如何使用反馈器生成的反馈，包括识别学生使用的反馈类型，以及他们使用反馈的频率和一致性。最后描述形成性评价与学生学习的关系。 这是一个基于设计的研究项目。课堂模块将被随机分配到实验班（提供形成性评估和反馈机会）或控制班（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的某个时间点参加控制组和实验组。学生的学习将通过学习中的收获来衡量，这些收获使用的项目来自经验证的概念清单（如适用）或教师生成的评估项目，以及自我报告工具学生学习收获评估（可在SALGsite.org上获得）。 坚持的假设是，学生谁经常访问和使用反馈的机会将显示更大的学习收益，并有更高的课程成绩。该研究将收集人口统计变量（例如，性别，GPA，ACT分数），并管理修订的学习过程问卷（Biggs等人，2001）和12项GRIT量表（Duckworth等人，2007），以支持创建一个由学习驱动的模型，以描述形成性评估和反馈对学习者最有用的环境。该项目旨在预测形成性评估和反馈对谁以及在什么样的课堂情况下最有用。