CS10K: Fostering Assessment Literacy for Exploring Computer Science Teachers (FALECS)

SRI国际的一个部门SRI教育，与美国研究所（AIR）、他们的CS10K社区和探索计算机科学（ECS）教师合作，正在研究设计和交付高质量的评估素养材料和可持续的、持续的培训，作为现有ECS教师专业发展模式的一部分。随着奥巴马总统的全民计算机科学计划的改革开始在全国范围内推广，利益相关者将寻找学生学习的证据。让计算机科学教师有能力利用评估证据对学生的学习做出有效的推断，并利用这些推断来指导教学决策，这一点至关重要。可以说，这种需求在ECS中更为迫切，ECS被视为计算机科学的入门课程，旨在吸引和为传统上在计算机科学学位和职业中代表性不足的学生打开大门。SRI一直在与ECS合作，开发和验证测量计算思维实践的单元结束评估，并将这些评估作为实施研究中的结果衡量标准，以确定对学生成功影响最大的因素。本研究通过邀请75名ECS教师和2200名学生调查混合学习环境中创新PD材料和培训对教师评估态度和实践的影响，进一步推进了这项工作。该项目利用现有的合作伙伴关系和评估材料，AIR的CS10K实践社区网站，以及SRI的专业知识，为STEM教师创造和提供高质量的专业发展。其结果是创造了创新的PD材料，通过适应和应用基于证据的方法来建模专业数学教育实践的教学法，以支持评估素养实践。学习和态度措施基于对ECS教师访谈数据和课堂评估实践的分析，而实施措施则改编自探究性数学专业发展和课堂的研究。从专业发展、课堂素养评估实践的实施以及情境和背景变量等方面衡量ECS教师学习的多种方法都被使用。根据这些数据，团队进行了分析，以确定PD材料和活动对ECS教师态度以及形成性和总结性评估扫盲实践的影响。该项目由一个在评估、计算机科学教育和专业发展方面具有专长的咨询委员会指导。

SRI Education, a division of SRI International, in partnership with the American Institutes for Research (AIR), their CS10K Community, and Exploring Computer Science (ECS) teachers, is investigating the design and delivery of high-quality assessment literacy materials and sustainable, ongoing training as part of the existing ECS teacher professional development model. As reforms under President Obama's Computer Science for All initiative start to scale across the country, stakeholders will be looking for evidence of student learning. It is critical to prepare CS teachers to competently use assessment evidence to make valid inferences about student learning and to use these inferences to guide instructional decisions. This need is arguably even more acute with ECS, which is viewed as an introductory course to CS and is intended to engage and open doors for students who are traditionally underrepresented in CS degrees and careers. SRI has been partnering with ECS to develop and validate end-of-unit assessments measuring computational thinking practices, and to use those assessments as outcome measures in an implementation study to determine factors with the most impact on student success. This investigation advances this work by engaging 75 ECS teachers and 2200 students in investigating the impacts of innovative PD materials and training in a blended learning environment on teachers' assessment attitudes and practices.The project leverages existing partnerships and assessment materials, AIR's CS10K Community of Practice web site, and SRI's expertise creating and delivering high-quality professional development for STEM teachers. The results are the creation of innovative PD materials for supporting assessment literacy practices through adapting and applying an evidence-based methodology for modeling pedagogies of professional mathematics education practice. Learning and attitudinal measures are based on analysis of ECS teacher interview data and classroom assessment practices, while measures of implementation are adapted from studies in inquiry-oriented mathematics professional development and classrooms. Multiple methods to measure ECS teacher learning from professional development, implementation of assessment literacy practices in the classroom, and contextual and background variables are all utilized. From this data, the team conducts analyses to determine the impacts of the PD materials and activities on ECS teachers' attitudes and formative and summative assessment literacy practices. The project is guided by an advisory board with expertise in assessment, and CS education and professional development.