Herro Danielle, Quigley Cassie, Andrews Jessica, Delacruz Girlie
1Digital Media and Learning, College of Education, Clemson University, Clemson, SC 29634 USA.
2Science Education, Clemson University, Clemson, USA.
Int J STEM Educ. 2017;4(1):26. doi: 10.1186/s40594-017-0094-z. Epub 2017 Nov 15.
The shortage of skilled workers choosing STEM (Science, Technology, Engineering, and Math) careers in the USA and worldwide has fueled a movement towards STEAM, in which the "A" addresses the arts and humanities. STEAM education has been proposed as a way to offer relevant problems to solve while drawing on creative and collaborative skills to increase interest and engagement in these fields. Despite the interest in increasing STEAM globally, research on the efficacy of instructional approaches, including ways to assess collaborative problem solving (CPS), is lacking.
This paper reports the development of a rubric, named Co-Measure, for researchers and educators to use to assess student collaboration, at the individual level, when students are working in K-12 STEAM activities. Our project team provides the rationale, process, validation, initial iterations to the rubric, and next steps to inform STEM researchers and move STEAM instruction and learning forward. A final rubric is provided and made freely available to researchers and educators.
As STEAM education gains popularity in K-12 schools, assessment of student collaboration is needed to identify the dimensions of the skill in order to provide appropriate problem solving opportunities within instruction. The assessment is also needed to adjust instruction when students are not offered opportunities to work collaboratively during STEAM activities. Utilizing existing generalized frameworks of CPS provided the initial guide to direct research specific to CPS in STEAM activities. Using an iterative process to identify and evaluate attributes of student behavior associated with CPS in STEAM classrooms by a project team comprised of learning scientists, educational researchers and psychometricians allowed for rigorous research while drawing on appropriate expertise. Co-Measure has the potential to be modified and broadly extended to assess CPS in elementary and post-secondary classrooms using STEAM instructional practices.
在美国乃至全球，选择科学、技术、工程和数学（STEM）职业的技术工人短缺，这推动了向STEAM的转变，其中“A”代表艺术与人文。STEAM教育被提议作为一种提供相关问题以供解决的方式，同时利用创造性和协作性技能来提高对这些领域的兴趣和参与度。尽管全球对STEAM的兴趣与日俱增，但缺乏对教学方法有效性的研究，包括评估协作式问题解决（CPS）的方法。
本文报告了一种名为“共同测量”（Co-Measure）的评分标准的开发，供研究人员和教育工作者在学生参与K-12阶段的STEAM活动时，用于在个体层面评估学生的协作情况。我们的项目团队提供了该评分标准的基本原理、制定过程、验证、初步迭代以及后续步骤，以告知STEM研究人员并推动STEAM教学与学习向前发展。提供了最终的评分标准，并免费提供给研究人员和教育工作者。
随着STEAM教育在K-12学校中日益普及，需要对学生协作进行评估，以确定该技能的维度，以便在教学中提供适当的问题解决机会。当学生在STEAM活动中没有机会进行协作时，也需要通过评估来调整教学。利用现有的CPS通用框架为指导STEAM活动中特定于CPS的研究提供了初步指南。由学习科学家、教育研究人员和心理测量学家组成的项目团队，通过迭代过程识别和评估与STEAM课堂中CPS相关的学生行为属性，在借鉴适当专业知识的同时实现了严谨的研究。“共同测量”（Co-Measure）有潜力进行修改并广泛扩展，以使用STEAM教学实践评估小学和中学后课堂中的CPS。
