Integrating Formative Assessment of Computational Thinking with Self-Regulated Learning

这是一个提交给发现研究PreK-12(DRK-12)计划评估链的为期两年的探索性项目，也是对NSF 17-149亲爱的同事信：发现研究PreK-12：推进STEM+计算的回应。它旨在开发、提炼、测试和验证一个原型，以说明形成性评估(FA)、计算思维(CT)和自我调节学习(SRL)在计算机科学(CS)学科中与9-12年级的教师(n=10)和学生(n=160)之间的协同作用。该项目将侧重于FA，也称为学习评估，它产生的信息用于反馈，以修改教与学活动。通过明确地激发学生在解决问题的过程中学习SRL，评估任务将说明FA和SRL之间的协同作用。学生将被提示在尝试解决CT任务之前对其进行分析，明确设定目标，并根据教师的反馈来指导他们在后续尝试中实现这些目标的行为。为了引出SRL行为，CT任务设计将遵循三阶段模型。第一阶段将侧重于目标设定和任务分析。第二阶段将集中在任务执行过程中的自我监控，而第三阶段将集中在反思上。每项任务将有两次绩效迭代，允许学生和教师利用对先前绩效的反馈。任务的内容将来自中学课堂上使用的CS课程。它们将在一个学生群体多样化的公立学校系统的真实课堂环境中得到验证。这项工作计划实现以下成果：(1)创建四个CT评估任务的原型；(2)开发任务的信度和效度论证；(3)研究以过程为导向的教师反馈和明确使用SRL对学生CT成绩的影响；以及(4)发展教师在CT的FA方面的专门知识。该项目将解决两个关键研究问题：(1)当教师就SRL过程和成绩结果提供特定目标的反馈时，教师反馈是否对学生的表现产生积极影响？(2)与没有明确提示参与SRL的学生相比，参与SRL循环的学生在CT任务上的表现是否有所提高？为了回答这些问题，该项目将进行两项研究。第一项研究将调查教师对SRL过程和任务绩效的反馈对学生CT成绩的积极影响程度，而不仅仅是基于结果的反馈。本研究采用准实验、前测、后测设计，并与对照组进行比较。处于治疗条件下的学生将收到关于SRL过程和CT任务表现的反馈。处于控制状态的学生将只收到关于成绩结果的反馈。第二项研究将调查与没有SRL提示的学生相比，通过外显提示参与SRL的学生在CT任务中的表现有多大程度的提高。这项研究将采用实验混合模型设计来检验实验组之间的差异以及学生在三个重复测量周期中的表现变化。这项工作的主要成果将是一个原型，说明CT、FA和SRL之间的潜在协同效应，它将在未来用于进一步研究这些领域之间的交叉。在该项目下开发的任务将通过多个从业者网络免费在线提供给公众。顾问委员会和外部评估员将就工作的进展和质量提供反馈和建议。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This is a two-year exploratory project submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program, also responsive to NSF 17-149 Dear Colleague Letter: Discovery Research PreK-12: Advancing STEM+Computing. It is aimed at developing, refining, testing, and validating a prototype to illustrate the synergy among formative assessment (FA), computational thinking (CT), and self-regulated learning (SRL) within the discipline of computer science (CS) with teachers (n=10) and students (n=160) in 9th-12th grades. The project will focus on FA, also known as assessment for learning, which generates information that is used for feedback to modify teaching and learning activities. By explicitly eliciting student SRL learning during problem-solving, assessment tasks will illustrate the synergy between FA and SRL. Students will be prompted to analyze a CT task before attempting to solve it, explicitly setting goals, and reflecting on teacher feedback to direct their behaviors towards achieving these goals in subsequent attempts. To elicit SRL behavior, CT task design will follow a three-phase model. Phase 1 will focus on goal setting and task analysis. Phase 2 will focus on self-monitoring during task performance, while Phase 3 will center on reflection. Each task will have two performance iterations, allowing students and teachers to put feedback about prior performance into use. Tasks' content will be drawn from the CS curricula used in secondary school classrooms. They will be validated in authentic classroom contexts in a public school system with a diverse student population. This effort plans to achieve the following outcomes: (1) creation of four prototype CT assessment tasks; (2) development of reliability and validity arguments for the tasks; (3) research into impacts on student CT performance of process-oriented teacher feedback and explicit use of SRL; and (4) development of teacher expertise in FA of CT. The project will address two key research questions: (1) Does teacher feedback positively affect student performance when it provides goal-specific feedback on SRL processes, as well as performance outcomes?; and (2) Do students who engage in SRL cycles improve performance on CT tasks, as compared to students who complete tasks without explicit prompts to engage in SRL? To answer these questions, the project will conduct two research studies. The first study will investigate the extent to which teacher feedback on both SRL processes and task performance positively affects student CT achievement, more than outcome-based feedback only. This study will use a quasi-experimental, pre- post-test design with comparison group. Students in the treatment condition will receive feedback on SRL processes and CT task performance. Students in the control condition will receive feedback on performance outcomes only. The second study will investigate the extent to which students who engage in SRL through explicit prompting improve performance on CT tasks, as compared to students without SRL prompts. This study will employ an experimental mixed-model design to examine differences between experimental groups and changes in students' performance over three repeated measurement cycles. The main outcome of this effort will be a prototype illustrating the potential synergies among CT, FA, and SRL which will be used in the future to further research on the intersections among these domains. The tasks developed under this project will be made available online at no cost to the public through multiple practitioner networks. An advisory board and external evaluator will provide feedback and recommendations in regard to the progress and quality of the work.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.