EAGER: Reimagining Teachers' Assessment Literacy Using Game-Based Learning Analytics

大数据在教育中的基本前提是，技术可以帮助教师和学校做出基于数据的决策，以更好地支持学生的学习。随着技术在课堂上的使用不断增加，技术使用产生的数据也将增加。教师很快将被要求开发一套全新的评估能力，围绕使用教育技术提供的丰富数据和分析。然而，很少有人知道这些类型的数据应该如何处理和呈现，以反映教师的决策和教学的愿望。为了解决这一差距，该项目将通过利用基于游戏的评估来重新构想教师在数据和技术丰富的课堂中的评估素养，以帮助教师成为教育技术中嵌入的分析和算法的受过教育的关键消费者。有了更多有文化的教师，就有可能最大限度地发挥教育技术的潜力，使教师能够在学习过程中提供个性化和数据驱动的反馈。该项目将利用现有的基于游戏的评估，Shadowspect，该评估衡量共同核心数学标准以及认知和非认知技能，如空间推理和持久性。研究人员将进行基于设计的研究，以迭代方式开发并在游戏中嵌入交互式仪表板，并研究仪表板的不同表示和功能如何有效地支持教师的理解并告知他们的行动。此外，研究人员还将研究如何使用学习分析来直接支持K-12教师的评估实践，并确定教师在这一领域取得成功所需的知识和技能。本研究的最终目的是了解大数据时代教师的评估素养，并为交互式仪表板工具提供可推广的设计原则，这些工具可以在没有实质性外部培训的情况下促进教师使用数据。最终，这项研究可以导致未来的调查如何教师的形成性评估的做法可能会改变时，他们有更多的了解学习analytics.This奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准的支持。

The underlying premise of big data in education is that technology can help teachers and schools make data-informed decisions to better support student learning. As technology use in classrooms continues to increase, the data generated from technology use will also increase. Teachers will soon be required to develop a completely new set of assessment literacies around using the rich data and analytics provided in educational technology. However, little is known about how these kinds of data should be processed and presented to reflect teachers' decision-making and pedagogical desires. To address this gap, this project will reimagine teachers' assessment literacy in data- and technology-rich classrooms by leveraging a game-based assessment to help teachers become educated and critical consumers of analytics and algorithms embedded in educational technology. With more literate teachers, it is possible to maximize the potential of educational technology so that teachers can provide personalized and data-driven feedback during the process of learning.This project will leverage an existing game-based assessment, Shadowspect, that measures Common Core math standards as well as cognitive and noncognitive skills such as spatial reasoning and persistence. The researchers will conduct design-based research to iteratively develop and embed interactive dashboards in the game and investigate how effectively different representations and features of the dashboards can support teachers' understanding and inform their actions. Additionally, the researchers will investigate how learning analytics can be used to directly support K-12 teachers' assessment practices and identify the knowledge and skills teachers need to be successful in this area. The ultimate goal of the research is to understand teachers' assessment literacy in the era of big data and yield generalizable design principles for interactive dashboard tools that can facilitate teachers' data use without substantive external training. Ultimately, this research can lead to future investigations of how teachers' formative assessment practices might change when they have an increased understanding of learning analytics.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.