Collaborative Research: Individualizing Instruction and Improving Research Using Adaptive Testing

协作研究：利用适应性测试进行个性化教学和改进研究

• 批准号: 2142317
• 负责人: Jason Morphew
• 金额: $ 15.84万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142317&HistoricalAwards=false
• 关键词: Collaborative; Research; Individualizing; Instruction; Improving

This project aims to serve the national interest by developing diagnostic tools that will help instructors help students succeed in high-enrollment introductory physics courses. This collaborative project involves investigators at Iowa State University (Award DUE-2141847) and Purdue University (Award DUE-2142317). The introductory college physics course often poses a major hurdle for students working toward a degree in a STEM discipline. Because the course often has a large enrollment, it is difficult for instructors to provide personalized instruction and other customized resources to help students succeed. This project plans to develop a free online assessment platform that provides physics instructors with measures of individual student-level and course-level learning. These tools should allow physics instructors to provide individualized instruction by providing student-specific, actionable feedback throughout the course.The online, adaptive, cognitive assessment platform is intended to assist instructors in evaluating the effectiveness of their course and addressing inequities in student outcomes. The platform will provide analyses and visualizations to highlight skills that need additional attention for all students in the course and to identify individual students who need help with specific topics. Working with instructors, the investigators plan to develop adaptive tests in modules covering a range of topics in mechanics. Planned workshops should support physics instructors in using the tests in their courses. Tools developed in the project should also support the future creation of adaptive assessments for other STEM courses in a variety of institutions. The investigators intend to address the following education research questions:(1) What skills do instructors and researchers prioritize in introductory mechanics courses?(2) To what extent do existing assessment instruments measure these skills?(3) To what extent do existing instruments provide unbiased measures across demographic groups?(4) How, if at all, is the development of these skills interrelated (e.g., does developing some skills depend on having mastered other skills)?(5) What information, if any, about equity in their course do instructors report as helping to inform their teaching practices?The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

这个项目旨在通过开发诊断工具来服务于国家利益，这些工具将帮助教师帮助学生在高入学率的入门物理课程中取得成功。这个合作项目涉及爱荷华州立大学(应获奖2141847)和普渡大学(应获奖2142317)的研究人员。大学物理入门课程往往是学生攻读STEM专业学位的主要障碍。由于该课程的注册人数往往很多，教师很难提供个性化的教学和其他定制的资源来帮助学生成功。该项目计划开发一个免费的在线评估平台，为物理教师提供个人学生水平和课程水平的学习衡量标准。这些工具应该允许物理教师通过在整个课程中提供针对学生的、可操作的反馈来提供个性化的指导。在线、自适应、认知评估平台旨在帮助教师评估其课程的有效性并解决学生结果中的不平等问题。该平台将提供分析和可视化，以突出需要为课程中的所有学生提供额外关注的技能，并确定在特定主题上需要帮助的个别学生。研究人员计划与教师合作，在涵盖一系列力学主题的模块中开发适应性测试。计划中的研讨会应支持物理教师在其课程中使用测试。该项目开发的工具还应支持今后为各种机构的其他STEM课程创建适应性评估。研究人员打算回答以下教育研究问题：(1)教师和研究人员在机械入门课程中优先考虑哪些技能？(2)现有的评估工具在多大程度上衡量这些技能？(3)现有工具在多大程度上提供了跨人口群体的公正衡量？(4)这些技能的发展是否相互关联(例如，发展某些技能是否取决于掌握其他技能)？(5)哪些信息，如果有，关于课程中的公平，教师是否报告有助于为他们的教学实践提供信息？NSF IUSE：EHR计划支持研究和开发项目，以提高STEM教育对所有学生的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。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。