STEM Assessment and Reporting Tracker (START)

项目总结 好了！ 这份与俄勒冈州科学、技术、工程和数学网络的合作提案 (STEM)Hubs通过评估和实时支持项目的STEM评估需求 影响STEM认同感发展和持久性的心理社会因素的报告 不同的学生背景。我们的合作优势将迭代地发展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 具有即时、量身定制的电子反馈，旨在支持其STEM开发，同时快速 为STEM项目的努力提供信息。我们提出了四个阶段的流程：第一阶段将与 利益相关者(例如教师、校长、管理员、STEM中心、STEM计划)以确定 评估和报告的共同需求。第2阶段将定义信息学体系结构和 模式以支持报告输出、数据安全、治理结构以及与其他 数据源。第三阶段将在中学生和STEM合作伙伴中应用基于项目的学习 迭代开发Start的学生电子反馈，而阶段4将确定教育者专业人员 可持续发展需要。通过共同努力，该项目将加快学校和 STEM计划接收关于其学生的汇总数据，以形成通知计划 活动，并展示计划的有效性。为了实现这一目标，我们的具体目标将：1) 确定评估需求、报告要求和存储库权限以支持STEM 评估STEM学生身份发展的方案；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《削减战略武器条约》确定的学生需求作出反应。 该项目旨在通过支持学生的STEM发展和持之以恒 心理社会的测量、即时分析和快速报告中的STEM计划 支持学生在STEM取得成功的因素。我们的项目的重要性进一步增强了 支持跨地点的比较有效性研究，以帮助未来确定STEM 最支持STEM身份发展和STEM持久性的程序性特征。

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.