Collaborative Research: Eliciting and Assessing Process Skills in STEM

为了满足国家改善本科STEM教育的需求，许多教师在他们的课程中实施了参与学生学习策略。 这些课程涉及学生的过程技能的发展，如沟通，团队合作，批判性思维和解决问题，因为学生学习STEM内容。 由于大多数STEM教师在如何评估学生在这些领域的表现方面几乎没有接受过培训，因此EHR：IUSE项目的目标是创建可以随时采用的资源，以评估学生在各种课堂类型和STEM学科中的过程技能。 第二个目标将是创建专业发展工具，以改善学术机构的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，因为它提供了一个衡量成就的标准，并促进了学习。 教师使用的评估类型向学生传达了课程的价值。 为了更好地调整参与式教学方法和评估，该项目将导致开发和评估（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能证明过程技能发展的任务，并促进有效实施标准。 形成性和总结性评价将通过持续的评估和修订的标题;一个过程，也将建立其有效性，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。 他们还将在整个编制过程中就实施指南的可用性提供投入。 将通过POGIL网络传播标题和执行指南。 这两个讲习班将是六个年度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。

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 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.