Promoting Equity and Research Using Adaptive Testing to Support Individualized Instruction at Scale: An Incubator Project

基于研究的评估（RBA）通过允许教师和研究人员衡量教学对学生成绩的影响，在转变STEM教学方面发挥了核心作用。然而，现有的RBA主要是固定的评估，需要教师在课程的第一周和最后一周进行管理，评分并分析结果。执行这些步骤所需的时间和专业知识使许多教员无法使用基于成果的审计。这些活动的独立性也阻碍了跨不同机构类型的大规模数据收集和研究。这个孵化器项目将支持创建更复杂的评估，为STEM教师和教育研究人员提供优势。通过创建和托管跨STEM学科和K-16年级的评估，这个孵化器项目将支持STEM教学，并创建一个大规模的数据库，为新的STEM教育研究提供动力。孵化器活动包括创建八个工作组，这些工作组将解决伦理、大规模数据收集和创建多样化研究合作的关键主题。前三个工作组将包括学者和教育工作者，以编写关于以下方面的报告：（1）社会身份数据的道德收集和分析，（2）未成年人的大规模数据收集，以及（3）有效的大规模伙伴关系模式。这些工作组的报告将指导工作组的第二阶段，重点是（4）K-12管理人员，（5）K-12教师，（6）两年制学院和（7）少数民族服务机构的需求。第八工作组将利用前几个工作组的调查结果，为扩大学习STEM学生成果（LASSO）平台及其用户网络制定一套建议。扩展后的LASSO平台将生成一个大型开放访问数据库，其中包含K-16年级STEM学生对认知诊断计算机自适应测试的反应，以及一个基于社区的参与性研究项目的国家网络。这个项目是通过与比尔梅林达盖茨基金会，施密特期货，沃尔顿家族基金会的合作伙伴关系支持。资金也由发现研究preK-12计划（DRK-12）计划和改善本科STEM教育（IUSE）计划在NSF提供。DRK-12计划旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Research-based assessments (RBAs) have served a central role in transforming STEM instruction by allowing instructors and researchers to measure the impact of instruction on student outcomes. Existing RBAs, however, are primarily fixed assessments that require instructors to administer them during the first and last week of class, score them, and analyze the results. The time and expertise required to do these steps prevents many instructors from using RBAs. The independent nature of these activities also inhibits large-scale data collection and research across diverse institution types. This Incubator project will support the creation of more sophisticated assessments that offer advantages to STEM instructors and education researchers. By creating and hosting assessments across STEM disciplines and K-16 grade bands, this Incubator project will support STEM instruction and create a large-scale database that can power novel STEM education research.The Incubator activities include the creation of eight working groups that will address topics critical to ethical, large-scale data collection and the creation of diverse research collaborations. The first three working groups will include scholars and educators to develop reports on (1) the ethical collection and analysis of social identity data, (2) large-scale data collection with minors, and (3) effective large-scale partnership models. Reports from these working groups will guide the second phase of working groups focused on the needs of (4) K-12 administrators, (5) K-12 instructors, (6) two-year colleges, and (7) minority-serving institutions. The eighth working group will use the findings from the prior working groups to create a set of recommendations for expanding the Learning About STEM Student Outcomes (LASSO) platform and its network of users. The expanded LASSO platform will generate a large-scale, open-access database of grade K-16 STEM students' responses on cognitive diagnostic computer adaptive tests and a national network of community-based participatory research projects. This project is supported through a partnership with the Bill & Melinda Gates Foundation, Schmidt Futures, and the Walton Family Foundation. Funding is also provided by the Discovery Research preK-12 program (DRK-12) program and the Improving Undergraduate STEM Education (IUSE) program at NSF. The DRK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.