Constructing Valid, Equitable, and Flexible Kinematics and Dynamics Assessment Scales with Evidence-Centered Design

通过以证据为中心的设计构建有效、公平、灵活的运动学和动力学评估量表

• 批准号: 2235595
• 负责人: Andrew Heckler
• 金额: $ 19.7万
• 依托单位: Ohio State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235595&HistoricalAwards=false
• 关键词: Constructing; Valid; Equitable; Flexible; Kinematics

This project aims to serve the national interest by improving teaching and learning in introductory physics courses. This collaborative project involves investigators at Michigan State University (Award DUE-2235518), Ohio State University (Award DUE-2235595), and West Virginia University (Award DUE-2235681). Over the past 25 years, students' learning in introductory physics courses has often been assessed using instruments such as the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE), which were designed to measure students' conceptual understanding of Newtonian mechanics. Researchers have since come to understand that theselegacy instruments have key features that can be greatly improved, including i) psychometric characteristics that may limit the usefulness of those instruments for both research and instructional applications; ii) demographic biases; and iii) artwork and contexts from a different era reflecting limited diversity. In view of these issues, there is a need to develop new and improved assessment tools focused on the accurate and fair measurement of students' conceptual understanding in introductory physics courses. This project will provide instructors and education researchers the opportunity to flexibly construct research-based assessment instruments. These new instruments will allow instructors not only to determine their students' general understanding of kinematics and dynamics but also to develop a fine-grained picture of that understanding, and this knowledge will allow the instructors to direct resources where they are most needed.To replace the widely used legacy assessments for mechanics (the FCI and the FMCE), the investigators aim to develop a new set of assessments composed of items and subscales that are both research-informative and instructionally informative and do not have psychometric limitations or demographic biases. They will leverage the Evidence-Centered Design (ECD) framework to gather broad input from the physics community and construct an array of valid, fair, and flexible items organized into subscales. The items will be extensively validated and tested with approximately 15,000 students at six universities to ensure superior psychometric properties and instrumental fairness for women, underrepresented minority students, and first-generation college students. One subscale, consisting of far fewer items than the legacy instruments, and no bias, will be cross-normed with the legacy instruments in order to provide a broad measurement of conceptual Newtonian mechanics and ensure wide adoption. The validation process will be documented so that it can lay the groundwork for the development of additional assessment scales determined to be of value by the physics community. The NSF IUSE: EDU program supports research and development projects to improve the effectiveness of STEM education for all students. Through its 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.

该项目旨在通过改善入门物理课程的教学和学习来满足国家利益。该合作项目涉及密歇根州立大学的调查人员（奖励2235518奖），俄亥俄州立大学（奖励2235595奖）和西弗吉尼亚大学（奖励2235681奖）。在过去的25年中，经常使用诸如“力量概念清单（FCI）”和“力量和运动概念评估”（FMCE）等工具评估学生在入门物理课程中的学习，这些工具旨在衡量学生对牛顿力学的概念理解。此后，研究人员了解到，这些仪器具有可以大大改进的关键特征，包括i）心理测量特征可能会限制这些工具对研究和教学应用的有用性； ii）人口偏见； iii）不同时代的艺术品和背景，反映了有限的多样性。鉴于这些问题，有必要开发新的和改进的评估工具，重点是对学生在入门物理课程中对学生的概念理解的准确测量。该项目将为讲师和教育研究人员提供灵活构建基于研究的评估工具的机会。这些新仪器将不仅允许教师确定学生对运动学和动态的一般理解，而且还可以发展出对这种理解的细粒度，这些知识将使教师能够在最需要的地方指导他们的资源。替换了对机械的广泛使用的遗留评估（FCI和FMCE）的广泛使用，并旨在开发一项新的评估和指导，这些项目是构成项目的新成员，这些项目是构成的。具有心理局限性或人口偏见。他们将利用以证据为中心的设计（ECD）框架来收集物理社区的广泛投入，并构建一系列有效，公平和灵活的物品，这些物品组织到了分量表中。这些项目将在六所大学的大约15,000名学生中进行广泛的验证和测试，以确保女性，代表性不足的少数族裔学生和第一代大学生的卓越心理测量和工具公平。一个子量表由比传统工具少得多的项目组成，没有偏见，将与传统工具进行交叉统一，以便对概念性牛顿力学进行广泛的衡量并确保广泛采用。将记录验证过程，以便为开发物理界确定为价值的其他评估量表的开发奠定基础。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过其参与的学生学习轨道，该计划支持了有前途的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。