Collaborative Research: Eliciting and Assessing Process Skills in STEM

为了响应国家改善本科STEM教育的需要，许多教师在他们的课程中实施了参与式学生学习策略。这些教学涉及到学生的发展吗？过程技能，如沟通、团队合作、批判性思维和解决问题，作为学生学习STEM内容。由于大多数STEM教师几乎没有接受过如何评估学生在这些领域的表现的培训，因此EHR：IUSE项目的目标是创建可随时采用的资源，以评估各种课堂类型和跨STEM学科的学生过程技能。第二个目标将是创建专业发展工具，以提高教师和学术机构管理人员对过程技能的认识和评估。评估对于改善学生在STEM课程中的学习至关重要，因为它提供了一种成绩衡量标准，并促进了学习。教师使用的评估类型向学生传达了一门课程的价值。为了更好地协调积极参与的教学方法和评估，本项目将制定和评估(A)一套学生互动规则，以评估主动学习课堂环境中过程技能的证据；(B)一套学生产品规则，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，以协助教师确定和设计任务，以获得过程技能发展的证据，并促进规则的有效实施。形成性和总结性评价问题将通过对《标准》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。它们还将就《执行指南》在整个开发过程中的可用性提供投入。将通过POGIL网络传播《指南》和《实施指南》。这两个讲习班将是POGIL六个年度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》。

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.