Recalibrating Student Learning in Introductory Geoscience Courses Through the Use of a Web-Based Assessment Tool

该项目将在两个校区、一个研究型大学和一个两年制学院考察一个名为基于信心的学习精度支持系统(CLASS)的网络系统对学生学习的影响。课堂工具提供了一个机会，以提高学生在本科地球科学课程中的学习成果和表现。对于学生来说，课堂上出现了一个在线测验程序，在这个程序中，学生们还会评估他们对每个答案的准确性的信心。班级计算学生的表现和他们对答案的信心之间的差距。这一工具为学生提供了关于他们的知识水平和他们对知识的感知的准确性的宝贵的即时反馈。对于讲师来说，课堂提供学生在特定课程内容领域的表现和信心的数字和图形总结。可以在课程开始时使用CLASS为教师提供有关学生过度自信或不自信的内容领域的信息。这些信息不能从传统的评估方法中确定。教师可以使用这些信息重新设计针对有问题的内容的课程，并提供补充指导或特定的学习干预。将评估这一新开发工具的影响，研究结果将有助于了解我们对学生学习的理解。如果这个工具被证明对学习和教学产生了积极的影响，它可以用来改善任何学科或课程的学习。基于自信的学习准确性支持系统(CLASS)是在教育心理学研究成果和自主学习理论框架的基础上开发的一个基于网络的工具。它对学生和教师都有好处。这个项目将反复配对认真的课程设计和指导元认知教学，以调查课堂作为工具的潜力，以提高学生在本科地球科学课程中的元认知监控准确性、自我调节和表现。该项目将在一所两年制大学和一家研究机构应用该工具。此外，将分析课堂实施情况，将其作为评估教学策略在激发学生学习收获和监测目标课程准确性方面的相对有效性的新指标。该项目的总体目标是通过实施一个综合了学生成绩和信心衡量标准的网络评估工具(班级)，提高不同人群在地球科学入门课程中的学生成绩。将实施以下项目目标：1.通过从课堂测验和学生访谈和调查中收集的学生数据，通过一系列干预措施，描述课堂工具的使用如何影响学生在地质学入门课程中的表现；2.比较和对比课堂工具在面授和在线课堂上的使用，以确定在不同教育环境中的相对影响，特别是在正规网络学习环境日益普遍的情况下；3.通过比较在研究密集型四年制大学和两年制学院的类似班级部署前后学生表现和元认知的课程数据，确定不同类型机构使用该课程工具的相对使用和影响；4.开发一套可定制的班级测验，与地球科学界分享，这些测验与与地质学入门课程中通常讨论的内容相关的学习目标相关；5.通过开放获取的网站传播课程资源，该网站包括一系列教程，以便其他教员可以使用它，而不分学科，他们试图创建自己的材料来支持学生的学习。

This project will examine the impact of a web-based system called Confidence-based Learning Accuracy Support System (CLASS) on student learning at two campuses, a research university and a two-year college. The CLASS tool offers an opportunity to improve student learning outcomes and performance in undergraduate geoscience courses. For the student, CLASS has the appearance of an online quizzing program in which students also estimate their confidence in the accuracy of each of their answers. CLASS calculates the gap between the student's performance and their confidence in their answers. This tool gives students valuable and instantaneous feedback on both their level of knowledge and the accuracy of their perceptions about their knowledge. For the instructor, CLASS provides numerical and graphical summaries of students' performance and confidence regarding specific course content areas. CLASS can be used at the beginning of a course to provide instructors with information about the content areas in which students are overconfident or under-confident. Such information cannot be ascertained from traditional assessment methods. Instructors can use this information to redesign lessons that target problematic content, as well as to provide supplementary instruction or specific learning interventions. The impact of this newly developed tool will be evaluated and results of the research will help inform our understanding of student learning. If this tool is shown to positively impact learning and instruction, it could be used to improve learning for any subject or course. The Confidence-based Learning Accuracy Support System (CLASS) was developed as a web-based tool that is grounded in the findings of educational psychology research and a self-regulated learning theoretical framework. It has benefits for both students and instructors. This project will iteratively pair conscientious course design and direct metacognitive instruction to investigate CLASS's potential to serve as a tool for increasing student metacognitive monitoring accuracy, self-regulation, and performance in undergraduate geoscience courses. The project will apply the tool at both a two-year college and a research institution. Additionally, the implementation of CLASS will be analyzed as a novel metric for assessing relative effectiveness of instructional strategies in eliciting student learning gains and monitoring accuracy in the target courses. The overarching goal of the project is to increase student performance in introductory geoscience courses across diverse populations via the implementation of a web-based assessment tool (CLASS) that integrates student performance and confidence measures. The following project objectives will be implemented: 1. Characterize how the use of the CLASS tool influences student performance in introductory geology courses through a sequential program of interventions informed by student data collected from CLASS quizzes and student interviews and surveys; 2. Compare and contrast the use of the CLASS tool in face-to-face and online classes to determine the relative impact across different educational settings, especially given the increasing prevalence of formal cyber-learning environments; 3. Determine the relative use and impact of the CLASS tool in different types of institutions by comparing course data on student performance and metacognition before and after deployment in similar classes at both a research intensive four-year university and a two-year college; 4. Develop a suite of customizable CLASS quizzes to share with the geoscience community that are linked to learning objectives relevant to content typically discussed in introductory geology courses; and 5. Disseminate the CLASS resource through an open access website including a tutorial series so that it can be utilized by other faculty, regardless of discipline, who seek to create their own materials to support student learning.