ASK-IT/A2L：用教育技术评估学生的知识
ASK-IT/A2L: Assessing student knowlede with instructional technology
摘要：
ASK-IT/评估学习（A2 L）项目试图为学习，教学和沟通带来战略方法。ASK-IT/A2 L旨在将形成性评估和课堂反应系统的使用与高中和大学的物理教学相结合。在本指南中，我们提出了一个结构，用于讨论学生在ASK-IT/A2 L课堂上需要的新思维方式，由12个“思维习惯”组成，供学生培养。为了帮助教师规划教学，我们提出了一个模型的五个阶段的认知发展，大多数学生需要遵循发展所需的知识和技能。我们展示了如何一个典型的教训可能是围绕“项目”组织，最小的单位ASK-IT/A2 L课程规划：问题，问题，或任务给学生单独或分组工作。为了帮助项目创建，我们提出了基于模型的设计范式，并建议避免常见陷阱的提示和将认知目标与思维习惯相匹配的方法。最后，我们将心理习惯理论应用于教师和学生的元认知。
英文摘要：
The ASK-IT/Assessing-to-Learn (A2L) project is an attempt to bring a strategic approach to learning, instruction, and communication. ASK-IT/A2L seeks to integrate formative assessment and classroom response system use with physics instruction at both the high school and college levels. In this guide, we present a structure for discussing the new mindset students need in an ASK-IT/A2L classroom, consisting of twelve "habits of mind" for students to develop. To help teachers plan instruction, we present a model of five stages of cognitive development that most students need to follow to develop desirable knowledge and skills. We show how a typical lesson might be organized around "items," the smallest unit of ASK-IT/A2L lesson planning: questions, problems, or tasks given to students to work on individually or in groups. To help with item creation, we present our model-based design paradigm and suggest tips for avoiding common pitfalls and ways to match up cognitive goals with habits of mind. Finally, we apply the habits of mind to the metacognition of teachers and students.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
