SBIR-STTR Award

This SBIR Phase I project will research the feasibility of a cloud-based, collaborative authoring tool to achieve an order-of-magnitude reduction in technical skills required to author technology-enhanced assessments (TEAs). Additionally, it will seek to advance the frontiers of TEA authoring beyond individual assessments to encompass the creation of personalized TEA pathways for diverse learners. The effort will explore novel technologies including a symbolic ion to enable visual design and implementation of complex programming constructs, and the representation of TEAs as "intelligent objects" interoperable with disparate and proprietary assessment platforms. This effort seeks to break the stranglehold of large organizations on a growing assessments market that marginalizes educators due to barriers of cost and technology skills. It will empower educators by making available easy-to-use tools that enable creation and sharing of open TEAs and TEA pathways to support deeper learning at scale, allowing educators to distribute TEAs in a classroom without being restricted by a proprietary assessment system, triggering the evolution of a peer-to-peer marketplace for teacher-created assessments. This disruption bears the potential to empower educator communities at scale and impact all learners in secondary and tertiary education settings through equitable access to quality assessments. This project will feature two distinctive innovations. The first is a visual programming environment with symbolic ion of complex programming constructs that are imperative for the design and creation of TEAs. This will enable intuitive authoring of complex TEAs by non-programmers (an impossibility today) and break down the biggest friction point for achieving access to TEAs at scale. The second is an open format for representation of TEAs as intelligent objects that are platform agnostic and "embeddable" in any assessment delivery system. This will facilitate distribution and usage of TEAs in browsers and thin client environments without the need for server side functionality mandated by proprietary systems. This will eventually break the stranglehold of proprietary assessment delivery systems that tie TEA access to their platforms. The project will pursue two primary research questions: How efficient and useful is the TEA authoring experience for non-technical educators? Are the TEAs effective in eliciting targeted reasoning and thinking processes? These research questions will help validate the technical feasibility of our innovative use of the proposed tool to enable easy TEA creation and distribution, and the efficacy of the complex TEAs created using the proposed project in providing evidence of target learning.

This SBIR Phase II effort will create transformative open tools to enable affordable access at scale to high quality assessments (problems & questions) for foundational subjects in secondary and post-secondary education. The explosion of online student audiences, rapid growth of Open Educational Resources (OER), and the need to support individual learners are creating an unprecedented demand for digital assessments. Assessment authoring tools today are controlled by large organizations, require advanced skills and proprietary assessment delivery platforms with restrictive collaboration features. This inequity is particularly pronounced with respect to technology-enabled assessments (TEAs) which are sophisticated, digital assessments that enable deeper learning. This effort will democratize the process of authoring and sharing TEAs through the creation of intuitive end user tools that will enable educators without advanced technical skills to author and share TEAs. This has the potential to disrupt the status quo by empowering educators to take charge of the assessment creation and distribution landscape with ground-breaking tools that enable easy authoring and distribution of sophisticated TEAs without being restricted by a proprietary assessment system. Eventually, this will empower educators at scale by triggering the evolution of a peer-to-peer marketplace around the need for assessments, and impact hundreds of thousands of learners in secondary and tertiary education settings.This project will follow through on two principal innovations. The first is an end-user tool that will dramatically reduce the time and expertise required to author technology-enhanced assessments. The tool will facilitate intuitive authoring of TEAs by using symbolic representation of programming constructs. The second innovation is a new standard for representation of technology-enhanced assessments that makes them usable in any delivery platform, thus making the assessments platform-neutral. This effort will also advance the frontiers of authoring beyond individual assessments to the creation of adaptive assessment pathways that will provide personalization for diverse learners. It will explore novel technologies including the representation of TEAs as intelligent and portable objects that are interoperable with disparate assessment platforms through application programming interfaces. The research studies will provide insight into how the proposed innovations can make authoring of TEAs more efficient while lowering the skills barrier for educators, and the degree to which such TEAs are effective in eliciting student reasoning and thinking processes in foundational subjects. This will be achieved through a combination of usability and validation studies in partnership with secondary and post-secondary educators drawn from different institutions.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.