基于研究的评估发展新范式

James T. Laverty, Amogh Sirnoorkar, Amali Priyanka Jambuge, Katherine Rainey, Joshua Weaver, Alexander Adamson, Bethany R. Wilcox
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引用次数: 0

摘要

基于研究的评估在PER中有着富有成效和传奇的历史。虽然对学生学习情况的研究很有用,但对于想要改进自己课程的教师来说,它们的效用有限。我们开发了一种新的评估设计流程,利用三维学习、循证设计和自我调节学习,向教师提供有关支持学生学习的可操作反馈。我们正在使用这种方法来设计热与统计物理评估(TaSPA),它也允许教师选择与他们的教学相一致的学习目标。也许更重要的是,该系统完成后将完全自动化,使评估可扩展,对教师和研究人员的负担最小。这项工作代表了我们在如何大规模评估物理学习以及PER社区如何更好地支持物理教师和学生方面的进步。
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A New Paradigm for Research-Based Assessment Development
Research based assessments have a productive and storied history in PER. While useful for conducting research on student learning, their utility is limited for instructors interested in improving their own courses. We have developed a new assessment design process that leverages three-dimensional learning, evidence-centered design, and self-regulated learning to deliver actionable feedback to instructors about supporting their students’ learning. We are using this approach to design the Thermal and Statistical Physics Assessment (TaSPA), which also allows instructors to choose learning goals that align with their teaching. Perhaps more importantly, this system will be completely automated when it is completed, making the assessment scalable with minimal bur-den on instructors and researchers. This work represents an advancement in how we assess physics learning at a large scale and how the PER community can better support physics instructors and students.
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