R&D: Cumulative Learning using Embedded Assessment Results (CLEAR)

使用嵌入式评估结果的累积学习（CLEAR）专注于使用相关STEM内容评估来改善K-12教学和学习的挑战。CLEAR利用新技术和研究成果，调查科学评估如何既能捕捉又能促进中学课程中基于标准的概念的累积和综合学习。该项目将研究新的评估形式，记录学生的知识积累，并作为学习活动。CLEAR将使用队列和随机课堂比较，以确定什么样的教学和评估组合，使中学生获得科学中的能源概念的累积理解。CLEAR将研究在一门课程中使用的项目方法是否会影响下一门课程的进展。该项目将通过确定哪些教学和评估策略鼓励累积理解，并帮助学习者发展关于科学的综合思想，来测试整个领域的设计原则。迫切需要制定准确的学生评估，以衡量累积的知识，同时消除考试造成的干扰。通过衡量学生的发展理解和不断努力，使新材料的意义，该项目将能够促进连贯的理解。为此，该项目将使评估成为计算机辅助课程的一个组成部分。通过围绕促进理解的目标调整评估和教学，该项目将展示如何提高任何STEM课程的学习成果。该项目还将通过将评估从浪费时间，限制时间的琐事转换为学习的一个组成部分，促进跨主题和年级概念的积累，使课程更加有效和高效。本研究的结果对设计有效的电子媒体促进学生学习具有重要的指导意义。 该项目旨在通过进行认真的、统计上有效的研究设计产生重大影响，从而产生可重复的结果，支持政策。该项目将能够为特定的学习者量身定制教学，增加对有失败风险的学生的影响。合作伙伴将继续通过审查论文、流行文章、讲座、研讨会、网站和时事通讯广泛传播研究结果、材料和开源软件。该项目由Marcia C. Linn，Robert Tinker，Kathy Benemann，Hee Sun Lee，Ou Lydia Liu，James Slotta

Cumulative Learning using Embedded Assessment Results (CLEAR) focuses on the challenge of using assessment of relevant STEM content to improve K-12 teaching and learning. CLEAR takes advantage of new technologies and research findings to investigate ways that science assessments can both capture and contribute to cumulative, integrated learning of standards-based concepts in middle school courses. The project will research new forms of assessment that document students' accumulation of knowledge and also serve as learning events. CLEAR will use cohort and randomized classroom comparisons to determine what combinations of instruction and assessment enable middle school students to gain cumulative understanding of energy concepts in science. CLEAR will study whether the project's approach when used in one course impacts progress in the next. The project will put design principles from across the field to the test by determining which instruction and assessment strategies encourage cumulative understanding and help learners develop integrated ideas about science.Intellectual Merit. There is an urgent need to develop accurate student assessments that measure cumulative knowledge while eliminating the disruptions caused by tests. By measuring students' developing understanding and ongoing efforts to make sense of new materials, the project will be able to foster coherent understanding. The project will do this by making assessment an integral part of computer-based curricula.Broader Impacts. By aligning assessment and instruction around the goal of promoting understanding, the project will demonstrate how to improve learning outcomes for any STEM course. The project will also make courses more effective and efficient by converting assessment from a time-wasting, curriculum-limiting chore into an integral part of learning that fosters the accumulation of concepts across topics and grades. The results of the proposed research will have an important bearing on the design of effective electronic media on promoting student learnig. The project is designed to have a major impact by undertaking the kind of careful, statistically valid research design that leads to reproducible results that can support policy. The project will be able to tailor instruction to specific learners, increasing the impact on students at risk for failure. The partners will continue their practice of widely dissemi-nating findings, materials, and open source software through reviewed papers, popular articles, talks, workshops, a website, and newsletters. The project is led by Marcia C. Linn, Robert Tinker, Kathy Benemann, Hee Sun Lee, Ou Lydia Liu, & James Slotta