Improved Indicators of Science and Mathematics Learning: A Multi-State and School Initiative

科学和数学学习指标的改进：多州和学校倡议

• 批准号: 8954692
• 负责人: Joan Baron
• 金额: $ 118.57万
• 依托单位: Connecticut State Department of Education
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-07-01 至 1994-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8954692&HistoricalAwards=false
• 关键词: Improved; Indicators; Science; Mathematics; Learning

In order to measure learning in science and mathematics, the Connecticut State Department of Education, in collaboration with 7 other states and the Coalition of Essential Schools (a network of schools dedicated to innovative learning of a common core curriculum in science, mathematics, and the humanities) proposes to develop appropriate assessments in science and mathematics that transcend mere multiple-choice tests. These will consist of complex situations that measure students' knowledge and understanding, as well as necessary skills and competencies. These "performance-based assessments" will employ collaborative learning, and involve the design and execution of field and laboratory investigations. The collection, analysis, interpretation, and clear reporting of data will be an essential part of the assessments. Some of the problems to be solved will require a short amount of time, while others may last a month or more. The development of this program will take 31 months, and will include the participation of knowledgeable individuals (both content experts and exemplary classroom teachers) from CT, MI, MN, NY, TX, VT, and WI. The CT assessment will be administered to a statewide sample in the spring of 1991. The bases of the assessments of the CT common core of essential learning standards include a number of national recommendations (NCTM, 2061, MSEB, NSTA and so on. The assessment tasks will be designed to represent active learning and which include divergent as well as convergent thinking. The tasks will also be designed to be as useful for instruction as assessment and serve as a catalyst for the learning valued in CT and the national recommendations from the content-focused reports mentioned above. The final goal of the project is to determine if such assessments and the evidence they generate can be aggregated into meaningful summaries for state accountability purposes. Amount of Award over 45 months $997,956 (reduced from original request of $1.6 million over 31 months) - initial FY89 funds award $500,000. COST SHARING - $874,150 in direct cost sharing equals 88% of the NSF award.

为了衡量科学和数学方面的学习， 康涅狄格州教育部， 与其他7个州和基本学校联盟（a 致力于创新学习的学校网络， 科学、数学和人文学科的核心课程） 建议开展适当的科学评估， 超越单纯的多项选择题的数学这些 将包括复杂的情况下，衡量学生的 知识和理解，以及必要的技能， 能力。这些“基于绩效的评估”将采用 协作学习，并涉及设计和执行 现场和实验室调查。收集，分析， 解释和明确的数据报告将是一个 评估的重要组成部分。有些问题 解决这些问题需要很短的时间，而其他问题可能需要很长的时间。 持续一个月或更久。这项计划的发展将需要 31个月，并将包括知识渊博的参与 个人（内容专家和示范课堂 教师）从CT，MI，MN，NY，TX，VT和WI。的CT 评估将在全州范围内进行 1991年的春天。 CT共同核心评价的基础 基本学习标准包括一些国家标准， 建议（NCTM，2061，MSEB，NSTA等。 评估任务将被设计为代表主动学习 包括发散思维和收敛思维。的 任务也将被设计为对教学有用， 评估，并作为一个催化剂的学习价值， CT和以内容为重点的国家建议 上述报告。该项目的最终目标是 确定这些评估及其产生的证据 可以聚合成有意义的状态摘要 问责的目的。 超过45个月的奖励金额997，956美元（从 最初要求在31个月内提供160万美元）-最初的89财政年度 基金奖励50万美元。 成本分摊-直接成本分摊874，150美元，相当于88% NSF奖。