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）领域日常实践的一个组成部分。因此，STEM+Computing Partnerships（STEM+C）计划旨在推进STEM教学和学习中计算整合的新方法和基于证据的理解。“制作”是一个新兴的运动，孩子们使用技术工具来创建硬件和软件，解决个人相关的问题，使用可编程电路板，艺术和工艺材料和计算机等。在芝加哥广泛的创客空间的基础上，评估计算思维在制作活动（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、扩大STEM参与以及指导制作者的专家将与孩子们一起设计在文化上对女孩、西班牙裔美国人和非洲裔美国人敏感的材料。通过构建和测试这些课程，该项目将进一步了解孩子们在非正式创客空间中实际学习的内容;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;并将有助于提供可操作的评估，家长，非正式教育工作者和研究人员可以使用这些评估来帮助改善创客空间等学习环境。首先，该项目将有助于更好地了解学生在一个文化多样、成熟的、面向创造者的非正式学习环境中围绕物理和计算的现有做法。定性分析以Weintrop的计算思维框架和Lewins的广义定性分析代码为基础，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做法和学习目标，提供符合文化要求的重复课程设计和学习评估。将利用青年信息提供者反复设计课程，以确保文化适应性和有效性。评估也将迭代开发，依赖于从业者的观察，可以针对“注意时刻”，其中教育者友好的标题将允许教师观察学习的证据（无论是在学科领域知识，还是在计算思维实践中，与ISTE和CSTA的新兴标准保持一致）。一名外部评估员将评估课程和评估的使用情况和文化敏感性。该项目更广泛的影响将涉及芝加哥周围的大学入学和成功中心合作伙伴的课程和评估的使用，以及可能在全国各地的创客空间的吸收。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，少数民族和少数民族）而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.)