来自教学团队模型的见解集中在培养性评估上,在学习研究人员的支持下
Patricia Moreira1, Paul Blowers2, Lisa Elfring3,4
1Department of Teaching, Learning and Sociocultural Studies, University of Arizona, Tucson, Arizona, USA.
Journal of microbiology & biology education
|May 12, 2025
概括
与学习助理和研究人员一起实施教学团队模型 (ITM) 有效地支持在大型大学STEM教室的形成性评估. 长期培训对于引起,注意到,解释和响应学生的思维至关重要.
科学领域:
- 在STEM教育方面.
- 教学研究教学研究
背景情况:
- 形成性评估增强了学生的学习能力,但在大型大学教室中面临着挑战.
- 实时解释学生的思维是困难的,有数百名学生.
研究的目的:
- 设计,实施和研究一个专门的教学团队模型 (ITM),以支持在大型STEM教室的形成性评估.
- 调查ITM内部专门的学习研究员 (LR) 在收集和解释学生理解方面所扮演的角色.
主要方法:
- 这项研究涉及一个ITM,包括教师,学习助理 (LA) 和学习研究员 (LR).
- 该ITM在7年内实施,影响了21个部门的44名教练,48名LR和974名LA.
- 评估了对超过2万名本科生学习经验的影响.
主要成果:
- ITM对教学实践和学生学习体验产生了积极的影响.
- 对LA和教练进行长期的专注培训对于有效的形成性评估至关重要.
- 培训应强调引起,注意到,解释和响应学生的思维.
结论:
- 在学习研究人员的支持下,专门的教学团队可以克服在大型STEM课程中实施形成性评估的挑战.
- 持续培训是培养教育工作者形成性评估能力的关键.
- 该模型提供了一种可扩展的方法来改善基于证据的教学实践.
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