SBIR Phase II: A Value-based Approach for Quantifying Problem Solving Strategies

这项小型企业创新研究（SBIR）第二阶段研究项目将调查用于量化中学生科学问题解决能力的在线绩效评估系统的规模和传播所需的方法。第二阶段的研究将以第一阶段的结果为基础，第一阶段的结果确定了技术、后勤和专业发展方面的挑战，这些挑战影响着向不同的教育利益相关者快速计算、汇总和实时、在线报告解决问题的评估数据。该研究将首先设计并实施用于数据分析和报告的在线分析处理（OLAP）模型，并将这些设计纳入系统扩展计划，以灵活地适应我们的商业化计划所表明的10-20倍的用户增长。这一发展的一个核心组成部分将是一个数据仓库，它将被用于分析教师如何访问绩效数据，这些数据将与一个数字仪表板相连，该仪表板将为教师提供一个简单、高度可视化的访问方式，以对学生和比较教室进行多维评估。此外，这些信息将用于开发新的专业发展形式，以支持教师更好地利用现有数据。这种可扩展的形成性、总结性和程序性的学习评估系统的影响，将对教师的教学、学生的学习以及管理者通过对学生解决问题的进展进行持续的、实时的形成性评估，从而做出明智的数据驱动决策具有广泛的意义。在今天的课堂上，这一维度的评估并不频繁或严格，但却是21世纪技能的关键组成部分。该项目的成果应广泛应用于各级科学教育，并应允许对科学领域、教室、教师和学校系统之间的问题解决能力进行累积比较，从而有助于重新思考系统评估科学问题解决能力的方式，以及如何量化教授这些技能的影响。

This Small Business Innovation Research (SBIR) Phase II research project will investigate methodologies required to scale and disseminate an online performance-based assessment system for quantifying the scientific problem solving skills of middle school students. This Phase II research will be based on the Phase I results which identified the technical, logistical and professional development challenges that influence the rapid calculation, aggregation and real-time, online, reporting of problem solving assessment data to diverse educational stakeholders. The research will first design and implement an Online Analytical Processing (OLAP) model for data analysis and reporting and incorporate these designs into a system scale-up plan to flexibly accommodate the 10-20 fold increase in users indicated by our commercialization plan. A central component of this development will be a data warehouse that will be instrumented allowing the analysis of how teachers access the performance data, which will be linked to a digital dashboard which will provide teachers with an easy, and highly visual access to multi-dimensional assessments of their students and comparison classrooms. Additionally, this information will be used to develop new forms of professional development to support teachers in the better use of the data available. The impact of this extensible formative, summative and programmatic assessment system of learning will have broad relevance for helping teachers to teach, students to learn, and administrators to make informed data-driven decisions through the continual, and real-time formative evaluation of a student's problem solving progress, a dimension not frequently or rigorously assessed in today's classrooms, yet a critical component of 21st century skills. The outcomes of this project should have widespread utility at all levels of science education and should allow cumulative comparisons of problem solving across science domains, classrooms, teachers and school systems thus helping to re-think the ways scientific problem solving is systemically assessed and how the impact of teaching these skills becomes quantified.