Formative Assessments for Computer Science in NYC

该项目由STEM+Computing项目资助，旨在通过将计算思维和计算活动应用于高中（preK-12）早期儿童教育的STEM教学和学习中，解决计算科学、技术、工程和数学（STEM）领域的新挑战。将计算机科学纳入美国学校是几十年来K-12公共教育最重大的变化之一。纽约市（NYC） CS4All倡议是这一教育改革的领导者，并为其他城市和州提供了榜样。纽约市努力的一个方面是整合跨学科的计算机科学概念。这种方法的一个挑战是帮助非计算机科学教师和他们的学生评估他们是否达到了计算机科学的学习目标。该项目旨在创建一种方法，通过互动式技术增强的评估系统来衡量这种学习，该系统将向学生和教师提供形成性反馈。该项目将探讨如何对学生计算机科学学习进行持续评估的核心研究问题：(a)为教师和学生提供有用的反馈；(b)吸引学生参与；(c)可以与整合CS和STEM领域的各种课程一起使用。该工具将是开源的，并在项目期间为大约600名学生提供服务，目标是为纽约市10万多名不同和低收入的中学生提供服务，并最终推广到美国其他地区。此外，该项目还将提供评估、计算机科学教育课程和教育游戏设计等领域的研究和设计见解。该项目解决了全国范围内对一种有效工具的需求，该工具可以通过不同的计算机科学课程为学生的进步提供形成性反馈。这是一个为期三年的项目，旨在设计、开发和实施一套经过验证的中学计算思维形成性评估系统，以满足纽约市的需求，并为全国范围内更广泛的影响创造机会。该项目以基于研究的方法为基础，包括隐形评估和以证据为中心的设计（ECD）评估，纳入了K-12 CS框架中概述的一系列关于数据和分析主题的绩效任务。学生将参与构建环境，并从他们的互动中产生对学生知识和表现的形成性反馈。该项目将采用参与式设计方法，让利益相关者参与设计最能满足教师和学生需求的任务和报告。该项目将试点，然后在纽约市使用各种计算机科学课程的学校实施。这项研究将提供经验数据，说明如何将形成性评估与采用不同的计算机科学课程相结合，使地区能够满足不同学生群体的需求。此外，采用沉浸在参与式方法中的迭代设计过程将允许围绕来自不同学校和社区的学生和教师如何从各种CS课程中遇到核心CS构建而产生理论驱动的设计原则。

The project is funded by the STEM+Computing program, which seeks to address emerging challenges in computational science, technology, engineering, and mathematics (STEM) areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12). Integrating computer science into the United States schools is one of the most significant changes for K-12 public education in decades. The New York City (NYC) CS4All initiative is a leader in this educational reform and serves as a model for other cities and states. One aspect of the NYC efforts is to integrate computer science concepts across disciplines. A challenge with this approach is helping non-computer science teachers, and their students, in assessing if they have met computer science learning goals. This project seeks to create a method to measure this learning through an interactive technology-enhanced assessment system that will provide formative feedback to students and teachers. This project will address core research questions about how to provide ongoing assessment of student computer science (CS) learning that: (a) provides useful feedback to teachers and students; (b) is appealing for students to engage with; and (c) can be used with a wide diversity of curricula that integrate CS and STEM domains. The tool will be open-sourced and made available to approximately 600 students during the project, with an eye to serve over 100,000 diverse and low-income NYC middle school students, and eventually to other districts across the U.S. In addition, the project will provide insight on research and design in areas as diverse as assessment, CS education curricula, and educational game design. This project addresses the nationwide need for a validated instrument that provides formative feedback on student progress with diverse computer science curricula. The is a three-year project to design, develop, and conduct research with a validated system of formative assessment for middle school computational thinking that would meet NYC's needs and create opportunities for broader impacts nationwide. Building on research-based approaches, including stealth assessment and evidence-centered design (ECD) of assessments, this project incorporates a range of performance tasks on the topic of Data and Analysis as outlined in the K-12 CS framework. Students will engage in a construction environment and formative feedback on student knowledge and performance will be generated from their interactions. Using participatory design methods, the project will engage stakeholders with designing tasks and reports that best meet teachers' and students' needs. The project will be piloted and then implemented in schools using varied CS curricula throughout NYC. The research will provide empirical data on how integration of formative assessment with adoption of varied CS curriculum can enable districts to meet the needs of a diverse student population. Furthermore, adopting an iterative design process steeped in participatory methods will allow for the generation of theory-driven design principles around how students and teachers from diverse schools and neighborhoods encounter core CS constructs from a variety of CS curricula.