Transforming Grading Practices in the Computing Education Community

改变计算机教育界的评分实践

• 批准号: 2235644
• 负责人: Adrienne Decker
• 金额: $ 77.12万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235644&HistoricalAwards=false
• 关键词: Transforming; Grading; Practices; Computing; Education

This project aims to serve the national interest by transforming grading practices in the computing education community. Most computing instructors grade assignments by deducting points for each mistake made by a student from the maximum possible score on an assignment. Grading practices that rely on deducting points often discourage student achievement and can be influenced by implicit bias that disproportionately impacts students from low-socioeconomic backgrounds and students of color. The use of equitable and inclusive grading practices has been shown to promote self-regulation of student learning and can be easily incorporated by instructors when they are given the proper training and support. This project seeks to transform grading practices across the community of computing educators by developing and implementing a unified theory of equitable grading for computing education (UTEG-CE). An implementation of UTEG-CE will result in the adoption of equitable and inclusive practices, and promote self-regulation of student learning, leading to improved learning and retention throughout the computing education community.This project leverages support in automated grading systems and grading by hand to transform grading practices. To produce this transformation, this project will pursue four objectives. First is to develop grading resources to facilitate and promote adoption, including recommended practices for learning management system features and support for commonly used automated grading tools. Second is to deploy a full-scale professional development campaign to institute and nurture a community of practice (CoP) focused upon these grading strategies. Third is to measure the impact on computing educators, including the extent of adoption. Fourth is to measure the impact of this approach on students, considering achievement, motivation, stress, and anxiety, with a focused consideration on the differential impact on members of communities who have been marginalized in their participation in STEM fields of study, and computing in particular. 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.

该项目旨在通过改变计算教育社区的评分实践来为国家利益提供服务。大多数计算讲师通过从分配中的最大得分中扣除每个错误的分配分配分配。依靠推论点的评分实践通常会阻止学生的成就，并且可能会受到隐性偏见的影响，而隐性偏见会影响来自低社会经济背景和有色学生的学生。已证明使用公平和包容性的分级实践可以促进学生学习的自我调节，并在教师得到适当的培训和支持时很容易被纳入。该项目旨在通过开发和实施统一的计算教育评分理论（UTEG-CE）来改变整个计算教育者社区的评分实践。 UTEG-CE的实施将导致采用公平和包容性的实践，并促进对学生学习的自我调节，从而在整个计算机教育社区中改善学习和保留率。该项目在自动化等级系统中利用支持，并通过手工分级来改变分级实践。为了产生这种转变，该项目将追求四个目标。首先是开发分级资源以促进和促进采用，包括用于学习管理系统功能的建议实践以及对常用自动化分级工具的支持。其次是部署一项全面的专业发展运动，以建立和培养专注于这些评分策略的实践社区（COP）。第三是衡量对计算教育者的影响，包括采用程度。第四是考虑成就，动机，压力和焦虑，衡量这种方法对学生的影响，并重点考虑对在参与STEM研究领域的参与，尤其是计算的社区成员的差异影响。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望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。