Improving undergraduate chemistry students' hands-on laboratory skills through video-based assessment

该项目将通过一种名为数字标记的创新方法来改进对本科生动手化学实验室技能的评估。数字徽章允许教员创建任务(挑战)，学生通过上传可由教师评估的媒体或链接来完成任务(挑战)。学生将通过真实的表演来展示他们如何达到学习目标，例如演示和描述如何正确地使用吸管来测量特定体积的液体。这个项目将使用期望价值理论来探索学生动机和数字徽章之间的关系，期望价值理论是一种特定的动机理论。这项工作代表了前沿研究，将为本科生的科学、技术、工程和数学界带来创新的评估实践，并将为有效的教学实践建立证据。学生动机和数字徽章之间的关系，一种提高和评估学生动手实验室技能的创新方法，将使用期望价值理论来探索，该理论关注学生在知识、信心、经验和价值方面的期望，以表征学生与数字徽章互动的方式。数字徽章将允许教师创建任务(挑战)，鼓励学生通过真实的表演展示他们如何实现学习目标。作为标记过程的一部分，学生将完成关于他们的知识、信心和经验的回溯性事前和事后调查。这些数据将使我们能够对学生的预期前景做出决定。将开发和分析有价值的工具，这将允许描述学生发现徽章有用、有趣和可获得的方式，以及它在时间或压力方面的成本。通过结合这些调查的结果，动机和徽章之间的关系将被阐明。

This project will improve the assessment of undergraduate students' hands-on chemistry laboratory skills through an innovative method known as digital badging. A digital badge allows faculty to create tasks (challenges) that students complete by uploading media or links that can be assessed by an instructor. Students will demonstrate how they meet learning objectives through authentic performances such as demonstrating and describing how to correctly use a pipet to measure a specific volume of liquid. This project will explore the relationship between student motivation and digital badging using expectancy-value theory, a specific theory of motivation. This work represents frontier research that will bring innovative assessment practices to the undergraduate science, technology, engineering, and mathematics community and will build evidence about effective pedagogical practices.The relationship between student motivation and digital badging, a novel and innovative approach to improve and assess student's hands-on laboratory skills, will be explored using expectancy-value theory, which focuses on a student's expectancies in terms of knowledge, confidence, experience, and value to characterize the ways in which students interact with digital badges. The digital badge will allow faculty to create tasks (challenges) that encourage students to demonstrate how they meet learning objectives through authentic performances. Students will complete retrospective pre and post surveys pertaining to their knowledge, confidence, and experience as part of the badging process. These data will allow determinations to be made about the expectancy perspectives of the students. Value instruments will be developed and analyzed, which will allow the characterization of the ways in which students find badging to be useful, interesting, and attainable, as well as how much it costs in terms of time or stress. By combining the findings from these surveys, the relationship between motivation and badging will be elucidated.