ROLE Proposal: Formative Assessment in Science through Technology (FAST)

FAST建议寻求将学生对科学主题的理解的发展地图与形成性评估相结合。其基本思想是，发展图可以形成一个框架，用于评估学生的科学概念知识和设计后续学生体验。该项目将Minstrell诊断仪的概念向下扩展到初级水平。该项目将涉及生成两个科学概念的映射，然后收集数据来验证学生的分类。这项工作的后期阶段将引导教师利用形成性评估的结果来改善学生的学习。为了做到这一点，他们将使用手持计算机来记录各个学生在面状地图上的状态。这种诊断性的定位将成为教师反思的基础。调查人员意识到教师时间有限的现实。手持计算机将根据学习者的理解状态显示有关可能的教学策略的信息。数据收集工具将是教师日记、课堂观察和学生评估

The FAST proposal seeks to integrate developmental mappings of students understanding of science topics with formative assessment. The basic idea is that developmental maps can form the framework for assessing students' knowledge of science concepts and for the design of follow-up student experiences. The project extends the Minstrell Diagnoser concept down to the elementary level.The project would involve generating mappings of two science concepts and then collecting data to validate student's classification. Later phases of the work would lead teachers to use the results of the formative assessment to improve student learning. To do this, they would employ hand-held computers to record individual students' states within the facet map. This diagnostic placement would then become the basis of teacher reflection. The investigators are cognizant of the reality of limited time on the part of the teacher. The hand-held computers will display information about possible instructional strategies given the state of the learner's understanding. Data collection devices will be teacher journals, classroom observation, and student assessments