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Integrating Formative Assessment of Computational Thinking with Self-Regulated Learning

将计算思维的形成性评估与自我调节学习相结合

基本信息

批准号：
1813575
负责人：
Sarah Bonner
金额：
$ 44.96万
依托单位：
CUNY Hunter College
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2022-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1813575&HistoricalAwards=false
关键词：
Integrating Formative Assessment Computational Thinking

项目摘要

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.

这是一个为期两年的探索性项目，提交给Discovery Research PreK-12（DRK-12）计划的评估链，也是对NSF 17 - 149 Dear Colleague Letter：Discovery Research PreK-12：Advancing STEM + Computing的回应。它的目的是开发，完善，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）的学科与教师（n = 10）和学生（n = 160）在9日至12日年级之间的协同作用。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，以修改教学活动。通过明确地引发学生SRL学习过程中解决问题，评估任务将说明FA和SRL之间的协同作用。学生将被提示分析CT任务之前，试图解决它，明确设定目标，并反映在教师的反馈，以指导他们的行为朝着实现这些目标在随后的尝试。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。第二阶段将专注于任务执行过程中的自我监控，而第三阶段将集中于反思。每个任务将有两个性能迭代，让学生和教师把以前的性能反馈投入使用。任务的内容将取自中学课堂上使用的CS课程。它们将在具有多样化学生群体的公立学校系统的真实课堂环境中进行验证。本研究计划取得以下成果：（1）创建四个原型CT评估任务;（2）开发任务的信度和效度参数;（3）研究过程导向的教师反馈和明确使用SRL对学生CT表现的影响;（4）发展教师在CT FA方面的专业知识。该项目将解决两个关键的研究问题：（1）教师反馈是否积极影响学生的表现时，它提供了目标具体的反馈SRL过程，以及性能结果？（2）与那些在没有明确提示的情况下完成任务的学生相比，参与自主学习循环的学生在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。第一项研究将调查在何种程度上教师反馈的SRL过程和任务的表现，积极影响学生的CT成绩，比结果为基础的反馈。本研究将采用准实验、前后测设计，并设对照组。在治疗条件下的学生将收到SRL过程和CT任务表现的反馈。在控制条件下的学生将只收到关于表现结果的反馈。第二项研究将探讨在何种程度上，通过明确的提示，学生从事自主学习提高性能的CT任务，相比，学生没有自主学习提示。本研究将采用实验混合模式设计，探讨三个重复测量周期内实验组之间的差异和学生表现的变化。这项工作的主要成果将是一个原型，说明CT，FA和SRL之间的潜在协同作用，将在未来用于进一步研究这些领域之间的交叉点。在该项目下制定的任务将通过多个从业者网络免费向公众在线提供。顾问委员会和外部评估员将提供关于工作进度和质量的反馈和建议。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。