Using Instructional Sensitivity and Instructional Opportunities to Interpret Students ’ Mathematics Performance
Using Instructional Sensitivity and Instructional Opportunities to Interpret Students ’ Mathematics Performance
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利用教学敏感性和教学机会来解释学生的数学表现
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Stanford
中科院分区：
文献类型：
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作者：
�arsha Ing;Stanford
在一项“数学改革”的范围内，在小学里开设“代数课程”的努力中，有“压力”要为学生的成绩提供结果。然而，广泛使用的“学生成绩衡量标准”可能与改革努力所鼓励的思想和教学实践无关。对学生成绩的盲目使用常常导致对教学质量的不准确推断。他的研究利用数学成绩的两种测量方法来研究教学质量推断的有效性：一种是旨在与教学活动密切相关的代数推理测量，另一种是针对加州特定年级的内容标准的测量。他的研究包括课堂教学的“终极”措施，以评估“终极”措施的教学敏感性，并提出了一种分析方法，使学生水平的课外活动与教师水平的教学措施联系起来成为可能。研究结果表明，在代数推理的“特定思维”中，“平等思维”和“关系思维”对教学很敏感。这些措施能否阻止对学生学习成绩的不良影响，取决于决定学生学习机会的变量和评估学生学习能力的学生的特点。在评价教学质量与学生学习成绩之间的关系时，应考虑这些因素。“教学敏感性”提供了一个框架，通过在教学机会和“特定评估”项目的“学生”机会之间建立联系，来提高学生的学习效率。
Within the conte�t of a �athe�atics refor� effort to i��le�ent algebra in ele�entary schools, there is �ressure to �rovide results in the for� of student achieve�ent scores. However, widely-used �easures of student achieve�ent �ay be unrelated to the ideas and instructional �ractices encouraged by the refor� effort. �he ina��ro�riate use of student achieve�ent scores often leads to inaccurate inferences about the quality of instruction. �his study e��lores the validity of inferences about instructional quality using two �easures of �athe�atics achieve�ent: a �easure of algebraic reasoning designed to closely relate to instructional activities and a �easure o� grade-level specific California content standards. �his e��loration includes �ulti�le �easures of classroo� instruction to evaluate the instructional sensitivity of �ulti�le �easures of �ath achieve�ent and a��lies an analytic �ethod that �akes it �ossible to relate student-level outco�es to teacher-level �easures of instruction. Findings suggest that �articular ite�s �easuring equality and relational thinking fro� the �easure of algebraic reasoning were sensitive to instruction. �he ability of these �easures to deter�ine the i��act of instruction on student per�or�ance depends on the variables that define students’ o��ortunities to learn and the characteristics of the student assess�ent ite�s. �hese factors should be considered when evaluating the relationshi� between instructional quality and student �erfor�ance. Instructional sensitivity �rovides a fra�ework to inter�ret student �erfor�ance by creating a link between instructional o��ortunities and �erfor�ance on �articular assess�ent ite�s.