CS10K: Fostering Assessment Literacy for Exploring Computer Science Teachers (FALECS)

SRI教育，SRI国际的一个部门，与美国研究所（AIR），他们的CS10K社区和探索计算机科学（ECS）教师合作，正在调查设计和提供高质量的评估扫盲材料和可持续的持续培训，作为现有ECS教师专业发展模式的一部分。随着奥巴马总统的全民计算机科学倡议下的改革开始在全国范围内扩大，利益相关者将寻找学生学习的证据。关键是要准备CS教师胜任使用评估证据，使学生的学习有效的推论，并使用这些推论来指导教学决策。这种需求可以说是更加尖锐的ECS，这被视为CS的入门课程，旨在参与和开放的学生谁是传统上代表性不足的CS学位和职业。SRI一直与ECS合作，开发和验证测量计算思维实践的单元结束评估，并将这些评估作为实施研究中的结果指标，以确定对学生成功影响最大的因素。这项调查通过让75名ECS教师和2200名学生参与调查创新PD材料和混合学习环境中的培训对教师评估态度和实践的影响来推进这项工作。该项目利用现有的合作伙伴关系和评估材料，AIR的CS10K实践社区网站，以及SRI的专业知识为STEM教师创造和提供高质量的专业发展。其结果是创建创新的PD材料，通过适应和应用以证据为基础的方法来建模专业数学教育实践的体系结构，以支持评估素养的做法。学习和态度的措施是基于ECS教师访谈数据和课堂评估实践的分析，而实施措施是从研究中改编的探究为导向的数学专业发展和课堂。多种方法来衡量ECS教师学习的专业发展，在课堂上的评估素养的做法，和上下文和背景变量的实施都被利用。根据这些数据，研究小组进行了分析，以确定PD材料和活动对ECS教师的态度以及形成性和终结性评估识字实践的影响。该项目由一个在评估、CS教育和专业发展方面具有专业知识的咨询委员会指导。

SRI Education, a division of SRI International, in partnership with the American Institutes for Research (AIR), their CS10K Community, and Exploring Computer Science (ECS) teachers, is investigating the design and delivery of high-quality assessment literacy materials and sustainable, ongoing training as part of the existing ECS teacher professional development model. As reforms under President Obama's Computer Science for All initiative start to scale across the country, stakeholders will be looking for evidence of student learning. It is critical to prepare CS teachers to competently use assessment evidence to make valid inferences about student learning and to use these inferences to guide instructional decisions. This need is arguably even more acute with ECS, which is viewed as an introductory course to CS and is intended to engage and open doors for students who are traditionally underrepresented in CS degrees and careers. SRI has been partnering with ECS to develop and validate end-of-unit assessments measuring computational thinking practices, and to use those assessments as outcome measures in an implementation study to determine factors with the most impact on student success. This investigation advances this work by engaging 75 ECS teachers and 2200 students in investigating the impacts of innovative PD materials and training in a blended learning environment on teachers' assessment attitudes and practices.The project leverages existing partnerships and assessment materials, AIR's CS10K Community of Practice web site, and SRI's expertise creating and delivering high-quality professional development for STEM teachers. The results are the creation of innovative PD materials for supporting assessment literacy practices through adapting and applying an evidence-based methodology for modeling pedagogies of professional mathematics education practice. Learning and attitudinal measures are based on analysis of ECS teacher interview data and classroom assessment practices, while measures of implementation are adapted from studies in inquiry-oriented mathematics professional development and classrooms. Multiple methods to measure ECS teacher learning from professional development, implementation of assessment literacy practices in the classroom, and contextual and background variables are all utilized. From this data, the team conducts analyses to determine the impacts of the PD materials and activities on ECS teachers' attitudes and formative and summative assessment literacy practices. The project is guided by an advisory board with expertise in assessment, and CS education and professional development.