Graphical Representations to Assess System Performance (GRASP): Assessment for Engineering Education

工程-其他(59)评估/研究(91)系统读写技能是学生理解特定系统如何工作、识别改进或修复该系统的机会以及更广泛地适应新情况的能力的基础。目前的教学实践建立在这样的假设之上，即学生必须先获得基本的数学和科学探究技能，然后才能对复杂问题进行建模，这种做法往往延误了这些技能的发展。在试点研究中，工程学本科生已经展示了接近复杂工程系统的潜力。然而，他们通常缺乏必要的工具来理解这些系统，并注意到组件之间的关系，这些关系解释了系统如何以及为什么执行它的方式。这一结论源于基于绩效的评估，该评估要求学习者生成系统的抽象表示。长期以来，成绩评价一直被认为是测量和发展学习者认知和元认知技能的一种方法。由于实施绩效评估的成本较高，本方案的目标是构建一个自动化的动态形成性评估环境，以发展和测量学生代表、识别和解释复杂问题的解决方案的能力。这个系统被称为：“评估系统性能的图形表示法”(GRASH)。GRAP的设计是由正在进行的评估学生对复杂系统的概念理解的研究形成的。此外，该项目正在开发将工程问题定义为认知形式和规则的方法。这些表格和规则提供了一个代表性结构，可以用来可靠地评估学生的作业，并在练习期间提供有意义的反馈。智能优势：为GRAP开发的评估系统和体系结构是一个允许用户生成图形、接收快速自动反馈并改进他们的解决方案的界面。这个系统可以提高学生解决问题的初始阶段的能力，并为助教和教师提供机会来评估与更多结构不良的问题相关的高度生成性和丰富认知的活动。更广泛的影响：GRAP旨在扩大可向所有年龄和任何领域的学习者提供的学习评估类型。图形用户界面提供了一种新的方法来评估学生使用图形和语言素养解释他们对系统的概念性理解的能力。GRASH可以很容易地与许多市面上可用的学习管理系统集成，因此将吸引大量用户。一旦GRASH被开发出来，它将通过普渡大学的INSPIRE研究所适应K-12的学习环境。

Engineering - Other (59)Assessment/Research (91)System literacy skills are at the foundation of students' abilities to comprehend how a particular system works, to identify opportunities to refine or repair that system, and more generally to adapt to novel situations. Current instructional practices, built on the assumption that basic mathematical and scientific inquiry skills must be obtained before learners can model complex problems, often delay the development of these skills. In pilot studies, undergraduate engineering students have demonstrated the potential for approaching complex engineering systems. However, they typically lack the tools necessary to comprehend these systems and to notice the relationships between components that explain how and why the system performs the way it does. This conclusion follows from performance-based assessments that require learners to generate abstract representations of systems. Performance-based assessment has long been emphasized as a method for measuring and developing both cognitive and meta-cognitive skills of learners. Because the cost of implementing performance-based assessment is high, the goal of this proposal is to construct an automated dynamic formative assessment environment that develops and measures students' ability to represent, identify, and explain solutions to complex problems. This system is called: "Graphical Representations to Assess System Performance" (GRASP). The design of GRASP is being shaped by ongoing research on evaluating students' conceptual understanding of complex systems. In addition, the project is developing methods for defining engineering problems into epistemic forms and rules. These forms and rules provide a representational structure that can be used to reliably evaluate students' work and provide meaningful feedback during practice session. Intellectual merit: The assessment system and architecture being developed for GRASP is an interface that allows users to generate graphics, receive rapid automated feedback, and refine their solutions. This system can increase students' ability to approach initial stages of solving a problem and provide TAs and instructors the opportunity to evaluate the highly generative and cognitively rich activities associated with more ill-structured problems. Broader impact: GRASP is designed to expand the kinds of assessments for learning that can be offered to learners of all ages and in any domain. The graphical user interface provides a new approach to assessing students' ability to explain their conceptual understanding of a system using both graphical and language literacy. GRASP integrates easily with many commercially available Learning Management Systems and thus will be attractive to a large audience of users. Once GRASP is developed, it will be adapted to K-12 learning environments through the INSPIRE Institute at Purdue University.