Collaborative Research: Eliciting and Assessing Process Skills in STEM

协作研究：获取和评估 STEM 过程技能

• 批准号: 1524936
• 负责人: Juliette Lantz
• 金额: $ 21.33万
• 依托单位: Drew University
• 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: 2015-09-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1524936&HistoricalAwards=false
• 关键词: Collaborative; Research; Eliciting; Assessing; Process

In response to the national need to improve undergraduate STEM education, many instructors have implemented engaged student learning strategies into their courses. These pedagogies involve the development of students? process skills, such as communication, teamwork, critical thinking, and problem solving, as students learn STEM content. Because most STEM instructors have little training in how to assess student performance in these areas, the goal of this EHR: IUSE project will be to create resources that can be readily adopted to assess student process skills in a wide range of classroom types and across STEM disciplines. A secondary goal will be to create professional development tools to improve the recognition and assessment of process skills by instructors and administrators at academic institutions.Assessment is critical to improvement of student learning in STEM courses because it provides a measure of achievement and facilitates learning. The types of assessment used by instructors telegraph to students what is valued in a course. In order to better align engaged instructional methods and assessment this project will result in the development and evaluation of (a) a set of student interaction rubrics to assess evidence of process skills in active learning classroom environments, (b) a set of student product rubrics to assess evidence of process skills in student written work, and (c) an implementation guide to assist instructors in identifying and designing tasks that elicit evidence of process skill development and to facilitate the effective implementation of the rubrics. Formative and summative evaluation questions will be addressed through ongoing assessment and revision of the rubrics; a process that will also establish their validity, reliability, and utility. Oral and written feedback will be obtained from faculty participants. They will also provide input on the usability of the implementation guidebook throughout its development. The propagation of the rubrics and implementation guide will occur through the POGIL network. The two workshops will be part of the six, annual POGIL regional meeting agendas. Results of this work will be submitted to the Journal of College Science Teaching.

为了响应国家提高本科 STEM 教育的需求，许多教师在课程中实施了学生参与学习策略。 这些教学法涉及学生的发展吗？学生学习 STEM 内容时的流程技能，例如沟通、团队合作、批判性思维和解决问题的能力。 由于大多数 STEM 教师很少接受过如何评估学生在这些领域表现的培训，因此 EHR:IUSE 项目的目标是创建可轻松采用的资源，以评估学生在各种课堂类型和跨 STEM 学科中的流程技能。 第二个目标是创建专业发展工具，以提高学术机构教师和管理人员对过程技能的认可和评估。评估对于改善学生在 STEM 课程中的学习至关重要，因为它提供了成就衡量标准并促进学习。 教师使用的评估类型向学生传达了课程的价值。 为了更好地协调教学方法和评估，该项目将开发和评估（a）一套学生互动评估标准，以评估主动学习课堂环境中过程技能的证据，（b）一套学生产品评估标准，以评估学生书面作业中过程技能的证据，以及（c）一份实施指南，以帮助教师识别和设计任务，以得出过程技能发展的证据，并促进评估标准的有效实施。 形成性和总结性评价问题将通过对细则的持续评估和修订来解决；这一过程还将确定其有效性、可靠性和实用性。 将从教师参与者那里获得口头和书面反馈。 他们还将就实施指南在整个开发过程中的可用性提供意见。 规则和实施指南的传播将通过 POGIL 网络进行。 这两个研讨会将成为六次年度 POGIL 区域会议议程的一部分。 这项工作的结果将提交给《大学科学教学杂志》。