Development of Assessment Protocols for Assessing Computational Thinking in Physics and Engineering Making Activities

在现代科学、技术、工程和数学(STEM)领域，计算已经成为日常实践中不可或缺的一部分。因此，STEM+计算伙伴关系(STEM+C)计划寻求推进STEM教与学中计算集成的新方法和基于证据的理解。Making是一项新兴的运动，在这项运动中，孩子们使用技术工具创造硬件和软件，利用可编程电路板、艺术和工艺材料以及计算机等东西来解决个人相关的问题。在芝加哥广泛的Maker空间的基础上，评估制作活动中的计算思维(ACTMA)项目将开发课程和评估，以了解孩子们如何通过制作学习物理和计算。在教育测量、扩大STEM参与和指导制作者方面的专家将与孩子们合作，设计对女孩、西班牙裔美国人和非裔美国人具有文化响应性的材料。通过构建和测试这些课程，该项目将加深我们对孩子们在非正式的Maker空间中实际学习什么的理解；如何更好地将Maker活动与计算机科学和物理教育联系起来；并将有助于提供可行的评估，家长、非正式教育工作者和研究人员可以利用这些评估来帮助改善Maker空间等学习环境。该项目的智力优势在于两个方面；首先，该项目将帮助更好地理解现有的学生在文化多样化、成熟的以Maker为导向的非正式学习环境中有关物理和计算的实践。基于温特罗普的计算思维框架和莱温斯的广义定性分析代码的定性分析将通过查尔马兹扎根的理论过程来确定目标课程目标。第二个重点将根据第一个重点中确定的实践和学习目标，提供重复的课程设计和学习评估，以适应文化。课程将使用青年线人反复设计，以确保文化响应性和有效性。评估还将反复开发，依赖于实践者的观察，这些观察可以针对教育工作者友好的标准，允许教师观察学习的证据(无论是在学科领域知识方面，还是在计算思维实践方面，都符合ISTE和Csta的新兴标准)。一名外部评估员将评估课程和评估的使用情况和文化敏感性。该项目的更广泛影响将涉及芝加哥大学入学和成功合作伙伴中心的课程和评估的使用，以及它可能在全国各地的创业者空间中的应用。另一个潜在的更广泛的影响是提高我们设计和评估为STEM学习创造空间的成功的能力，甚至通过提供专门为吸引一些代表性不足的群体(女孩、少数族裔和少数族裔)而设计的学习活动来扩大对STEM的参与。

Computing has become an integral part of everyday practice within modern fields of science, technology, engineering, and math (STEM). As a result, the STEM+Computing Partnerships (STEM+C) program seeks to advance new approaches to, and evidence-based understanding of, the integration of computing in STEM teaching and learning. 'Making' is an emerging movement in which kids use technological tools to create hardware and software that solves personally relevant problems, using things like programmable circuit boards, arts and craft materials, and computers. Building on a broad set of maker spaces in Chicago, the Assessing Computational Thinking in Making Activities (ACTMA) project will develop curricula and assessments to see how kids can learn physics and computation through making. Experts in educational measurement, in broadening STEM participation, and in instructing makers will work together with kids to design materials that are culturally responsive to girls, Hispanic-Americans, and African-Americans. By building and testing these curricula, the project will further our understanding of what kids are actually learning in informal maker spaces; how better to link maker activities to computer science and physics education; and will help provide actionable assessments that parents, informal educators, and researchers can use to help improve learning environments like maker spaces.The intellectual merit of this project lies in two thrusts; first, the project will help to better understand existing student practices around physics and computation, in a culturally diverse, mature set of maker-oriented informal learning environments. Qualitative analysis based on Weintrop's computational thinking framework and Lewins' generalized qualitative analysis codes will identify target curricular goals through Charmaz's grounded theory process. The second thrust will provide both iterated curricular designs and learning assessments that are culturally responsive, based on the practices and learning goals identified in the first thrust. The curriculum will be iteratively designed using youth informants to ensure cultural responsiveness and validity. The assessments will also be iteratively developed, relying on practitioner observations which can target 'moments of notice' in which an educator-friendly rubric would allow instructors to observe evidence of learning (both in the subject domain knowledge, and in computational thinking practices, aligned with emerging standards from ISTE and CSTA). An external evaluator will gauge the use and cultural sensitivity of the curriculum and assessments. The broader impacts of the project will relate to the use of the curriculum and assessments in the Center for College Access and Success partners around Chicago, and potentially its uptake in makerspaces across the country. An additional potential broader impact is increasing our ability to design and assess the success of makerspaces for STEM learning, and even broadening participation in STEM by providing learning activities that are specifically designed to appeal to a number of underrepresented groups (girls, racial minorities, and ethnic minorities.)