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

计算已经成为现代科学、技术、工程和数学（STEM）领域日常实践中不可或缺的一部分。因此，STEM+计算伙伴关系（STEM+C）计划寻求推进新的方法，并以证据为基础的理解，将计算整合到STEM教学和学习中。“制作”是一种新兴的运动，孩子们使用技术工具创造硬件和软件来解决个人相关的问题，使用可编程电路板、艺术和工艺材料以及计算机等东西。基于芝加哥一系列广泛的创客空间，“在制作活动中评估计算思维”（ACTMA）项目将开发课程和评估，看看孩子们如何通过制作学习物理和计算。教育测量方面的专家、扩大STEM参与方面的专家以及指导制造商将与孩子们一起设计对女孩、西班牙裔美国人和非洲裔美国人有文化响应的材料。通过建立和测试这些课程，该项目将进一步了解孩子们在非正式的创客空间中实际上学到了什么；如何更好地将创客活动与计算机科学和物理教育联系起来；并将帮助提供可操作的评估，家长、非正式教育者和研究人员可以利用这些评估来帮助改善创客空间等学习环境。这个项目的智力价值在于两个重点；首先，该项目将有助于更好地了解在多元文化、成熟的以创客为导向的非正式学习环境中，现有的学生在物理和计算方面的实践。基于Weintrop的计算思维框架和Lewins的广义定性分析代码的定性分析将通过Charmaz的扎根理论过程确定目标课程目标。第二个重点将根据第一个重点确定的实践和学习目标，提供符合文化的课程设计和学习评价。课程将使用青年资料提供者反复设计，以确保对文化的反应和有效性。评估也将迭代开发，依靠实践者的观察，这些观察可以针对“注意时刻”，其中教育工作者友好的标题将允许教师观察学习的证据（在主题领域知识和计算思维实践中，与ISTE和CSTA的新兴标准保持一致）。一名外部评估人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到课程和评估在芝加哥大学入学和成功中心的合作伙伴中的使用，并有可能在全国各地的创客空间中被采用。另一个潜在的更广泛的影响是提高我们设计和评估STEM学习创客空间成功的能力，甚至通过提供专门为一些代表性不足的群体（女孩、少数民族和少数民族）设计的学习活动来扩大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.)