澳洲阿德莱德代写assignment 探究方法

2020-09-22 00:14

基于项目的学习被认为是教授科学和让学生参与科学探究的最有效方法之一(欧亚数学、科学与技术教育杂志，2016)。在PBL中纳入适当的评估方法对这种方法的有效性起着至关重要的作用。本研究的目的是提供和分析不同的评估方法等形成性评价,自我和同行评估,使用标题作为一个有效的工具评估的PBL和调查的信度和效度水平的评估这些方法基于项目的学习。这项研究将在安大略省密西沙加的一所公立中学进行，那里的学生来自不同的种族、文化和社会经济背景。目前这所高中大约有1200名9到12年级的学生注册。本学期有四节十年级的科学课。每个班大约有30名学生，他们被随机分配到这些班。四个班的学生在科学标准化考试中的平均成绩略高于该省的平均成绩。因此，四个班级的学术水平，基于测试，几乎在相同的范围内。目前，在这四个班级中，没有足够的证据表明在基于项目的学习方法中使用形成性评价。在本研究中，对于下一节新课，只有两节课将纳入形成性的评估策略，如自我评估和同伴评估，并使用明确的任务规则。这两个班的教师将获得足够的资源和专业发展支援，以更有效地推行这些评估策略。其他两个班级将继续使用传统的评估方法，如笔试和测验。通过对这两组学生的测试结果进行比较，了解这两种评估方法和基于科学项目的学习评估的差异。因此，本研究将旨在展示与传统方法相比，使用PBL任务的形成性评估的有效性。
澳洲阿德莱德代写assignment 探究方法
 Project-based learning has been considered as one of the most effective approaches of teaching science and engaging students in scientific inquiry (Eurasia Journal of Mathematics, Science & Technology Education, 2016). Incorporating appropriate methods of assessment in PBL plays a crucial role in the effectiveness of this approach. The objective of this study is to provide and analyze different methods of assessment such as formative assessment, self and peer assessment, and using rubric as an effective tool of assessment in PBL and also to probe the level of reliability and validity of these methods of assessment in project-based learning.This study will take place at a public secondary high school located in Mississauga, Ontario where students come from diverse ethnic, cultural and socioeconomic backgrounds. There are currently about 1200 students registered in grades 9 to 12 at this high school. There are 4 grade 10 science classes running in this semester. There are about 30 students in each class which are randomly assigned to these classes. The average of students’ results in science standardized tests for all four classes are slightly more than the average of the province. As a result, the academic level of four classes, based on the tests, are almost in the same range. Currently, there is not enough evidence of using formative assessment in project-based learning approaches in these four classes. In this study, for the next new lesson, only two of these classes will incorporate formative assessment strategies such as self and peer assessment, and using a clear rubric for tasks. Teachers in these two classes will be provided enough resources and professional development support to implement these assessment strategies more effectively. The other two classes will continue to use traditional methods of assessment such as written quizzes and tests. The results of these two groups of students will be compared to recognize the difference of these two approaches of assessment and evaluation of science project-based learning. As a result, this study will aim to show the effectiveness of using formative assessment of PBL tasks compared to traditional methods.

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