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界的评分实践来服务于国家利益。大多数计算机教师通过从作业的最高可能得分中扣除学生所犯的每个错误来给作业打分。依赖扣分的评分做法往往会阻碍学生的成绩，并可能受到内隐偏见的影响，这种偏见对低社会经济背景的学生和有色人种的学生产生了不成比例的影响。事实证明，采用公平和包容性的评分做法可以促进学生学习的自我调节，教师在得到适当的培训和支持后，可以很容易地将其纳入。该项目旨在通过开发和实施统一的计算教育公平分级理论（UTEG-CE）来改变整个计算教育工作者社区的分级实践。UTEG-CE的实施将导致采用公平和包容性的做法，并促进学生学习的自我调节，从而改善整个计算教育社区的学习和保留。该项目利用自动评分系统和手工评分的支持来改变评分做法。为了实现这一转变，该项目将追求四个目标。首先是开发评分资源以促进和促进采用，包括学习管理系统功能的推荐实践以及对常用自动评分工具的支持。第二是部署一个全面的专业发展运动，建立和培育一个实践社区（CoP）集中在这些评级策略。第三是衡量对计算教育工作者的影响，包括采用的程度。第四是衡量这种方法对学生的影响，考虑成绩，动机，压力和焦虑，重点考虑对那些在参与STEM研究领域，特别是计算方面被边缘化的社区成员的不同影响。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF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。