STEM Assessment and Reporting Tracker (START)

项目摘要 ! 这项与俄勒冈州的科学、技术、工程和数学网络合作的提案 （STEM）中心通过评估和实时评估来支持项目的STEM评估需求 报告影响STEM身份发展和持续性的心理社会因素 不同的学生背景。我们的合作优势将迭代开发STEM 评估和报告跟踪器（START），一个强大的在线评估工具，用于吸引学生 通过即时的、量身定制的电子反馈，旨在支持他们的STEM发展， 为STEM项目提供信息。我们提出了一个四阶段的过程：第一阶段将与 利益相关者（例如，教师、校长、管理人员、STEM中心、STEM项目）， 评估和报告的共同需要。第二阶段将定义信息学架构， 支持报告输出、数据安全、治理结构以及与其他 数据源第三阶段将与中学生和STEM合作伙伴进行基于项目的学习 迭代地开发START的学生电子反馈，而第4阶段将确定教育工作者专业 发展需要可持续性。总之，这个项目将加快学校和 STEM程序接收有关学生的汇总数据，以形成性地告知计划 活动，并证明方案的有效性。为了实现这一目标，我们的具体目标是：1） 确定评估需求、报告要求和存储库权限，以支持STEM 评估STEM学生身份发展的计划; 2）整合基于项目的学习 通过指导活动，将中学生与跨专业的近同行科学家联系起来 共同设计START的学生电子反馈; 3）确定教师专业发展（PD） 需要加强使用数据的能力，并对START确定的学生需求作出反应。 该项目旨在通过支持学生的STEM发展和坚持， STEM计划在测量，即时分析和快速报告的心理社会 支持学生在STEM中取得成功的因素。我们的项目的重要性进一步增强， 实现跨站点的比较有效性研究，以帮助未来识别STEM 最支持STEM身份开发和STEM持久化的编程功能。

PROJECT SUMMARY ! This collaborative proposal with Oregon's network of Science, Technology, Engineering & Math (STEM) hubs supports programs' STEM evaluation needs through assessment and real-time reporting of psychosocial factors that influence STEM identity development and persistence across diverse student backgrounds. Our collaborative strengths will iteratively develop the STEM Assessment and Reporting Tracker (START), a robust online evaluation tool for engaging students with immediate, tailored e-feedback aimed at supporting their STEM development while rapidly informing STEM programs' efforts. We propose a four phase process: Phase 1 will work with stakeholders (e.g., teachers, principals, administrators, STEM hubs, STEM programs) to identify common needs for assessment and reporting. Phase 2 will define informatics architecture and schema to support reporting outputs, data security, governance structures, and linkage with other data sources. Phase 3 will apply project-based learning with secondary students and STEM partners to iteratively develop START's student e-feedback, while Phase 4 will identify educator professional development needs for sustainability. Together, this project will accelerate the speed that schools and STEM programs receive summary data about their students to formatively inform programmatic activities and demonstrate program effectiveness. To achieve this goal, our specific aims will:1) identify assessment needs, reporting requirements, and repository permissions to support STEM programs in evaluating students' identity development in STEM; 2) integrate project-based learning with mentoring activities that connect secondary students with inter-professional near-peer scientists to co-design START's student e-feedback; 3) determine teacher professional development (PD) needs for enhancing capacity to use the data and respond to START-identified student needs. Together, this project aims to enhance students' STEM development and persistence by supporting STEM programs in the measurement, immediate analyses, and rapid reporting of psychosocial factors that support students' success in STEM. Our project's significance is further enhanced by enabling comparative effectiveness research across sites to aid in the future identification of STEM programmatic features most supportive of STEM identity development and STEM persistence.