Investigating the use of technology enhanced assessment to reduce demographic gaps in attainment in physics.

该项目旨在解决物理成绩方面的人口差距；这不仅意味着某些学生群体，例如特定性别、社会经济群体或种族或残疾的学生，在高等教育阶段学习这门学科的可能性大大降低，而且意味着那些学习的学生在完成和通过学业方面的留校率也较低。这导致了“管道泄漏”，即特定人口群体中学生和工人的比例越来越低。各种因素被假设为导致这些成就差异的原因，特别是有证据表明，不同的学生对不同的评估任务和任务中的不同特征的反应不同（Dawkins et al., 2017）。特定的主题将：(1)开发和评估一个工具，旨在发展解决问题的能力，并帮助学生“自我支撑”，基于早期未发表的工作（见博尔顿和罗斯，1997年，背景）。这是对两所截然不同的大学的研究结果的回应，这两所大学的研究发现，带有最小框架的开放式问题导致了特别大的成就差距（Gibson et al, 2015; Dawkins et al, 2017）。(2)进一步探索不同类型的交互式计算机标记评估问题在成就上的巨大差异性别差距（Jordan et al., 2017），并扩展这项工作以考虑其他人口群体之间的其他差异。(3)调查复杂的计算机标记评估对残疾学生的作用（Bell, 2009）。

This project seeks to address demographic gaps in attainment in physics; these mean that not only are certain groups of students, e.g. those of particular gender, socio-economic group or ethnicity or with a disability, considerably less likely to study the subject at higher education level, but also that those who do study have lower levels of retention in completing and passing their studies. This contributes to the "leaky pipeline" whereby the percentage of students and workers in particular demographic groups declines further and further. Various factors have been hypothesised as contributing to these discrepancies in attainment, in particular evidence is emerging that different students respond differently to different assessment tasks and to different features within the tasks (Dawkins et al., 2017). Particular themes will:(1) Develop and evaluate a tool that seeks to develop problem-solving skills and to help students to "self-scaffold", based on earlier unpublished work (see Bolton & Ross, 1997, for context). This is in response to the finding, at two very different universities, that open-ended questions with minimal scaffolding result in particularly large attainment gaps (Gibson et al, 2015; Dawkins et al, 2017).(2) Further explore the vastly different gender gaps in attainment on different types interactive computer-marked assessment question (Jordan et al., 2017) and extend this work to consider other differences between other demographic groups.(3) Investigate the affordances of sophisticated computer-marked assessment for students with disabilities (Bell, 2009).