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CLOSING THE ASSESSMENT FEEDBACK LOOP: THE USE OF A QUALITATIVE FORMATIVE EVALUATION PROCESS AND CHANGES IN A MULTI-YEAR NSF/PENN STATE GK-12 EDUCATION PROJECT. Philip H. Henning, Pennsylvania College of Technology Dan Haworth, Elizabeth Kisenwether, Robin Tallon, Oliver Finckh Pennsylvania Transportation Institute, Penn State University

Introduction

In this paper 1 we describe some of the changes made as a result of informal feedback gained through qualitative basement techniques in the operation of a three year science, technology, and math education project funded by the National Science Foundation under its GK-12 (Graduate- K-12) program to enhance science, math, engineering, and technology skills and career choices. The Penn State side of the partnership involves graduate and undergraduate science and engineering students at Penn State who are involved with researching and developing HEV (hybrid electric vehicle) technology. On the K-12 side of the partnership are two middle schools and one high school in Pennsylvania.

The three anchors of this joint National Science Foundation-University-School partnership are mentoring, motivation, and manipulatives or M3. The M3 approach was developed by the late Dr. Donald Streit, Penn State. Graduate students from Penn State’s Graduate Automotive Technology Education (GATE) Program, which focuses on HEV technologies have been teamed up with 7 th, 8 th, and 10 th grade science classrooms in two middle schools and in one high school that have large proportions of minority students. The graduate fellows participating in the program have been awarded an NSF fellowship. In return, the graduate fellows are teamed with teachers in K-12 classes and visit the schools on a regular basis. In the visits to the science classes the fellows present material on hybrid electric vehicle technology and seek to develop a mentoring relationship with students in the classes.

The second M in the term M3 refers to motivation. Motivation to develop science skills and to consider science and technology-based careers is provided by field visits by the middle school and high school students to the HEV lab facilities at Penn State. Additional motivation is provided by a variety of web-based activities developed for the students by the graduate students and faculty and researchers at the Pennsylvania Transportation Institute. A web-based activity that has become particularly popular with the students is the web-based question of the week. Another web-based activity now under construction is a web based simulation-type game that involves the building of a hybrid electric vehicle.

1 The authors would like to extend their thanks to Sara Inman, Krishan Bhatia and Nicola Ferralis, all of whom are NSF M3 Fellows and to Jacob George (Pennsylvania Transportation Institute) for their assistance in providing material for this paper.

“Proceedings of the 2002 American Society of Engineering Education Annual Conference & Exposition Copyright ©2002, American Society of Engineering Education”

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Henning, P. (2002, June), Closing The Assessment Feedback Loop: The Use Of A Qualitative Formative Evaluation Process And Changes In A Multi Year Nsf/Penn State Gk 12 Education Project. Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10405