Formative Assessments for Computer Science in NYC

纽约市计算机科学形成性评估

• 批准号: 1741956
• 负责人: Daisy Rutstein
• 金额: $ 84.76万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1741956&HistoricalAwards=false
• 关键词: Formative; Assessments; Computer; Science; NYC

The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational science, technology, engineering, and mathematics (STEM) areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). Integrating computer science into the United States schools is one of the most significant changes for K-12 public education in decades. The New York City (NYC) CS4All initiative is a leader in this educational reform and serves as a model for other cities and states. One aspect of the NYC efforts is to integrate computer science concepts across disciplines. A challenge with this approach is helping non-computer science teachers, and their students, in assessing if they have met computer science learning goals. This project seeks to create a method to measure this learning through an interactive technology-enhanced assessment system that will provide formative feedback to students and teachers. This project will address core research questions about how to provide ongoing assessment of student computer science (CS) learning that: (a) provides useful feedback to teachers and students; (b) is appealing for students to engage with; and (c) can be used with a wide diversity of curricula that integrate CS and STEM domains. The tool will be open-sourced and made available to approximately 600 students during the project, with an eye to serve over 100,000 diverse and low-income NYC middle school students, and eventually to other districts across the U.S. In addition, the project will provide insight on research and design in areas as diverse as assessment, CS education curricula, and educational game design. This project addresses the nationwide need for a validated instrument that provides formative feedback on student progress with diverse computer science curricula. The is a three-year project to design, develop, and conduct research with a validated system of formative assessment for middle school computational thinking that would meet NYC's needs and create opportunities for broader impacts nationwide. Building on research-based approaches, including stealth assessment and evidence-centered design (ECD) of assessments, this project incorporates a range of performance tasks on the topic of Data and Analysis as outlined in the K-12 CS framework. Students will engage in a construction environment and formative feedback on student knowledge and performance will be generated from their interactions. Using participatory design methods, the project will engage stakeholders with designing tasks and reports that best meet teachers' and students' needs. The project will be piloted and then implemented in schools using varied CS curricula throughout NYC. The research will provide empirical data on how integration of formative assessment with adoption of varied CS curriculum can enable districts to meet the needs of a diverse student population. Furthermore, adopting an iterative design process steeped in participatory methods will allow for the generation of theory-driven design principles around how students and teachers from diverse schools and neighborhoods encounter core CS constructs from a variety of CS curricula.

该项目由STEM+计算计划资助，该计划旨在通过将计算思维和计算活动应用于学科STEM教与学，解决计算科学、技术、工程和数学(STEM)领域新出现的挑战，并在高中(12年级)的幼儿教育中进行STEM教与学。将计算机科学融入美国学校是几十年来K-12公立教育最重大的变化之一。纽约市(NYC)CS4All倡议是这项教育改革的领导者，并为其他城市和州树立了榜样。纽约市努力的一个方面是整合跨学科的计算机科学概念。这种方法的一个挑战是帮助非计算机科学教师及其学生评估他们是否达到了计算机科学的学习目标。这个项目试图创造一种方法，通过一种互动的技术增强的评估系统来衡量这种学习，该系统将向学生和教师提供形成性反馈。该项目将解决以下核心研究问题：如何为学生的计算机科学(CS)学习提供持续的评估：(A)向教师和学生提供有用的反馈；(B)吸引学生参与；(C)可用于整合计算机科学和STEM领域的各种课程。该工具将是开源的，在项目期间向大约600名学生提供服务，旨在服务于超过10万名不同类型的低收入纽约市中学生，并最终服务于美国其他地区。此外，该项目将在评估、CS教育课程和教育游戏设计等不同领域提供研究和设计方面的见解。这个项目解决了全国范围内对一种经过验证的工具的需求，该工具可以为学生的进步提供形成性反馈，并提供不同的计算机科学课程。这是一个为期三年的项目，旨在设计、开发和进行研究，并使用经过验证的中学计算思维形成性评估系统来满足纽约市的需求，并为全国范围内的更广泛影响创造机会。该项目以基于研究的方法为基础，包括秘密评估和以证据为中心的评估设计(ECD)，纳入了K-12 CS框架中概述的关于数据和分析主题的一系列绩效任务。学生将参与到一个构建的环境中，他们的互动将产生对学生知识和表现的形成性反馈。利用参与式设计方法，该项目将使利益攸关方参与设计最符合教师和学生需求的任务和报告。该项目将进行试点，然后在全纽约市使用不同CS课程的学校实施。这项研究将提供经验数据，说明如何将形成性评估与采用不同的CS课程相结合，使地区能够满足不同学生群体的需求。此外，采用沉浸在参与式方法中的迭代设计过程将允许产生理论驱动的设计原则，围绕来自不同学校和社区的学生和教师如何遇到来自各种CS课程的核心CS结构。