管理和分析基于研究的评估的替代模式
Alternative model for the administration and analysis of research-based assessments
摘要：
基于研究的评估是一个有价值的工具，为教师和研究人员有兴趣提高本科物理教育。然而，传播和宣传的概念和态度的评估开发的物理教育研究（PER）社区的历史模式并没有导致这些评估在更广泛的物理教师社区内广泛采用。在这个历史模型中，评估开发人员创建高质量的、经过验证的评估，使它们可供广泛的教师使用，并提供最小的（如果有的话）支持来帮助管理或分析结果。在这里，我们提出并讨论了一种替代模型的评估传播，其特点是集中的数据收集和分析。这一模式为研究人员和教师提供了更大程度的支持，以便更明确地支持采用基于研究的评估。具体来说，我们描述了我们的经验，开发一个集中的，自动化的系统，我们以前创建的态度评估，以检查学生的认识论和对实验物理的期望。该系统提供了一个概念验证，我们用它来讨论与集中管理和数据收集相关的优势，以研究为基础的评估在PER。我们还讨论了我们在开发，维护和自动化这个系统时遇到的挑战。最后，我们认为，集中管理和数据收集标准化的评估是一个可行的和潜在的有利的替代默认模式的特点是分散的管理和分析。此外，在在线管理和自动化的帮助下，这种模式可以支持集中评估系统的长期可持续性。
英文摘要：
Research-based assessments represent a valuable tool for both instructors and researchers interested in improving undergraduate physics education. However, the historical model for disseminating and propagating conceptual and attitudinal assessments developed by the physics education research (PER) community has not resulted in widespread adoption of these assessments within the broader community of physics instructors. Within this historical model, assessment developers create high quality, validated assessments, make them available for a wide range of instructors to use, and provide minimal (if any) support to assist with administration or analysis of the results. Here, we present and discuss an alternative model for assessment dissemination, which is characterized by centralized data collection and analysis. This model provides a greater degree of support for both researchers and instructors in order to more explicitly support adoption of research-based assessments. Specifically, we describe our experiences developing a centralized, automated system for an attitudinal assessment we previously created to examine students' epistemologies and expectations about experimental physics. This system provides a proof-of-concept that we use to discuss the advantages associated with centralized administration and data collection for research-based assessments in PER. We also discuss the challenges that we encountered while developing, maintaining, and automating this system. Ultimately, we argue that centralized administration and data collection for standardized assessments is a viable and potentially advantageous alternative to the default model characterized by decentralized administration and analysis. Moreover, with the help of online administration and automation, this model can support the long-term sustainability of centralized assessment systems.
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