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CAREER: A Model for Achieving Flexible and Scalable Conceptual Assessment – A Prototype in Undergraduate Quantum Mechanics

职业：实现灵活且可扩展的概念评估的模型 - 本科生量子力学的原型

基本信息

批准号：
2143976
负责人：
Bethany Wilcox
金额：
$ 74.51万
依托单位：
University of Colorado at Boulder
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-08-01 至 2027-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2143976&HistoricalAwards=false
关键词：
CAREER Model Achieving Flexible Scalable

项目摘要

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). This project aims to serve the national interest by creating a flexible and robust tool to measure student learning in undergraduate quantum mechanics courses. Such a measurement tool is important because applications of quantum mechanics within science and industry represent a growing area of potential and priority for the country. As technologies such as quantum computers are well on their way to being a reality, it will be critical that the STEM education community provides effective educational programs the produce a quantum-literate workforce that can work in these cutting-edge industries. Having a tool that can measure students’ learning of quantum mechanics concepts is a vitally important part of ensuring that these programs are effective at achieving their goals. This project also aims to provide the ability to compare the effectiveness of different quantum education courses and programs to identify efficient and innovative instructional strategies and approaches. Additionally, this new measurement tool seeks to provide a mechanism by which we can identify differential performance between different groups of students within quantum education. Differences in performance are often reflective of inequities in the educational system in which some groups are better supported than others. Identifying these inequities is the first step to changing the system to ensure that all students, regardless of their identities or backgrounds can be successful, thus supporting the goal of retaining and supporting a diverse population of students in STEM programs and careers. To accomplish the goals above, this project intends to establish and implement a new model for the design and structure of assessments in Physics Education Research (PER) through the development of a flexible coverage prototype assessment. This work is timely in that it addresses a growing need for assessments that better support the educational goals of the community, and the flexible nature of the assessment will allow for its broad adoption and facilitate positive impact on student learning on a broader scale than has previously been achieved. The proposed prototype assessment seeks to target undergraduate quantum mechanics (QM). QM represents an ideal content area to test this new assessment model because it is a foundational component of undergraduate physics programs, but also features significant variation in the content covered at different institutions. The proposed instrument - the Quantum Physics Assessment (QuPA) - will be composed of questions from existing, static QM assessments, as well as new items developed to target important topical areas of QM not already captured by the existing assessments such as quantum information. To accommodate flexible content coverage and ensure the QuPA items are unbiased, Item Response Theory (IRT) will guide the validation of the QuPA. The use of IRT to develop assessments like the QuPA, while novel in PER, is a state-of-the-art approach used in multiple other fields. Results from the QuPA will also be analyzed to identify curricular approaches which result in higher student performance relative to other approaches. Detailed documentation and dissemination of the development and validation of the QuPA to multiple STEM disciplines will provide a model allowing others to replicate this process in the development of future assessments for other content areas.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.

该奖项全部或部分由《2021年美国救援计划法案》（公法117-2）资助。该项目旨在通过创建一个灵活而强大的工具来衡量学生在本科量子力学课程中的学习情况，从而为国家利益服务。这样的测量工具很重要，因为量子力学在科学和工业中的应用代表了一个日益增长的潜力和优先领域。随着量子计算机等技术即将成为现实，STEM教育界提供有效的教育计划，培养能够在这些前沿行业工作的量子素养劳动力，这一点至关重要。拥有一个可以测量学生学习量子力学概念的工具是确保这些项目有效实现其目标的一个至关重要的部分。该项目还旨在提供比较不同量子教育课程和项目的有效性的能力，以确定有效和创新的教学策略和方法。此外，这个新的测量工具旨在提供一种机制，通过这种机制，我们可以识别量子教育中不同学生群体之间的差异表现。成绩的差异往往反映了教育制度的不公平，有些群体比其他群体得到更好的支持。确定这些不平等是改变教育体系的第一步，以确保所有学生，无论其身份或背景如何，都能取得成功，从而支持在STEM项目和职业中留住和支持多样化学生群体的目标。为实现上述目标，本项目拟通过开发弹性覆盖原型评估，建立并实施一种新的物理教育研究评估设计与结构模式。这项工作是及时的，因为它满足了对更好地支持社区教育目标的评估的日益增长的需求，而评估的灵活性将使其能够被广泛采用，并在比以前更大的范围内促进对学生学习的积极影响。提出的原型评估旨在针对本科量子力学（QM）。质量管理代表了测试这种新评估模型的理想内容领域，因为它是本科物理课程的基础组成部分，但也具有不同机构所涵盖的内容的显著差异。拟议的工具——量子物理评估（QuPA）——将由现有的静态质量管理评估中的问题，以及针对现有评估尚未捕获的质量管理重要主题领域（如量子信息）开发的新项目组成。为了适应灵活的内容覆盖范围并确保QuPA项目的无偏性，项目反应理论（IRT）将指导QuPA的验证。使用IRT来开发像QuPA这样的评估，虽然在PER中是新颖的，但在其他多个领域都是一种最先进的方法。QuPA的结果也将进行分析，以确定与其他方法相比，哪些课程方法能提高学生的表现。在多个STEM学科中详细记录和传播QuPA的开发和验证将提供一个模型，允许其他人在其他内容领域的未来评估开发中复制这一过程。该奖项反映了美国国家科学基金会的法定使命，并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，被认为值得支持。