Investigating the use of technology enhanced assessment to reduce demographic gaps in attainment in physics.

研究利用技术增强评估来减少物理学成就方面的人口差距。

• 批准号: 2660768
• 金额: --
• 依托单位: The Open University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2660768
• 关键词: Investigating; use; technology; enhanced; assessment

This project seeks to address demographic gaps in attainment in physics; these mean that not only are certain groups of students, e.g. those of particular gender, socio-economic group or ethnicity or with a disability, considerably less likely to study the subject at higher education level, but also that those who do study have lower levels of retention in completing and passing their studies. This contributes to the "leaky pipeline" whereby the percentage of students and workers in particular demographic groups declines further and further. Various factors have been hypothesised as contributing to these discrepancies in attainment, in particular evidence is emerging that different students respond differently to different assessment tasks and to different features within the tasks (Dawkins et al., 2017). Particular themes will:(1) Develop and evaluate a tool that seeks to develop problem-solving skills and to help students to "self-scaffold", based on earlier unpublished work (see Bolton & Ross, 1997, for context). This is in response to the finding, at two very different universities, that open-ended questions with minimal scaffolding result in particularly large attainment gaps (Gibson et al, 2015; Dawkins et al, 2017).(2) Further explore the vastly different gender gaps in attainment on different types interactive computer-marked assessment question (Jordan et al., 2017) and extend this work to consider other differences between other demographic groups.(3) Investigate the affordances of sophisticated computer-marked assessment for students with disabilities (Bell, 2009).

该项目旨在解决物理学成就方面的人口差距；这意味着不仅某些学生群体，例如那些特定性别、社会经济群体或种族或有残疾的人，在高等教育水平上学习该科目的可能性要小得多，而且那些学习的人完成和通过学业的保留率也较低。这导致了“管道泄漏”，特定人口群体中学生和工人的比例进一步下降。假设有多种因素导致了这些成绩差异，特别是有证据表明，不同的学生对不同的评估任务和任务中的不同特征有不同的反应（Dawkins 等，2017）。具体主题将：(1) 基于早期未发表的工作（参见 Bolton & Ross，1997，了解背景），开发和评估一种旨在培养问题解决技能并帮助学生“自我搭建”的工具。这是为了回应在两所截然不同的大学中发现的开放式问题和最少的支架会导致特别大的成绩差距（Gibson 等人，2015 年；Dawkins 等人，2017 年）。(2) 进一步探索不同类型的交互式计算机标记评估问题上的成绩差异巨大的性别差距（Jordan 等人，2017 年），并将这项工作扩展到考虑其他人口群体之间的其他差异。(3) 调查 为残疾学生提供复杂的计算机评分评估（Bell，2009）。