An Intelligent Ecosystem for Science Writing Instruction

以书面和口头形式表达科学思想的能力是21世纪的一项重要技能。教师、雇主和大学教职员工都为许多高中毕业生书写不清而感到惋惜。写作上的不足部分是由于教师没有时间就学生的写作提供适当、及时的反馈。该项目将帮助教师通过自动化有效的反馈过程来帮助学生获得这些技能，以适应特定学科和当地课堂需求的方式，特别是在高需求地区。该项目将有助于了解学生如何学习写作以及计算机辅助系统如何支持这种学习。该项目将开发和测试三种工具：1)将教学资源组织为教师使用的发展轨迹（例如，从更简单到更复杂；具有解决特定挑战的诊断和策略）；2)教师仪表板，使用人工智能工具，通过突出学生写作和同行评议中的问题领域，为教师提供及时的形成性评估；3)在线教师资源交换，以快速增加可与此方法一起使用的适当作业集，并通过学生表现指标进行严格过滤。该项目建立在一个名为SWoRD的现有系统之上，该系统支持科学内外许多学科的学生同行评议。该项目将与六名首席教师和更多的试点教师合作，制定有效的生物、化学和物理写作作业的轨迹。第三年将有90名教师参加总结性评估。

The ability to express scientific ideas in both written and oral form is an important 21st century skill. Teachers, employers, and college faculty lament the inability of many high school graduates to write clearly. This deficit in writing is due in part because teachers do not have the time to provide appropriate, timely feedback to students on their writing. This project would help teachers help students achieve these skills through automating an effective feedback process, in ways that are customized to particular disciplines and local classroom needs, particularly in high needs districts. The project will contribute to knowledge about how students learn to write and how computer assisted systems can support this learning.This project will develop and test three tools: 1) Teaching resources organized as developmental trajectories for teachers to use (e.g. from more simple to more complex; with diagnostics and strategies for addressing particular challenges); 2) A teacher dashboard that uses Artificial Intelligence tools to provide timely formative assessment to teachers by highlighting problem areas in their students' writing and peer reviews; and 3) An online teacher resource exchange to rapidly grow the set of appropriate assignments that can be used with this approach, critically filtered by student performance metrics. The project builds on a current system called SWoRD, which supports student peer reviewing in many disciplines within and beyond science. Working with six lead teachers and larger set of pilot teachers, the project will develop a trajectory of effective writing assignments in Biology, Chemistry, and Physics. In year three, there will be a summative evaluation with 90 teachers.