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

为了衡量科学和数学的学习情况，康涅狄格州教育部与其他7个州和基础学校联盟（一个致力于科学、数学共同核心课程创新学习的学校网络）合作，人文学科建议在科学和数学领域发展适当的评估，超越单纯的选择题测试。这些将包括复杂的情况，以衡量学生的知识和理解，以及必要的技能和能力。这些“基于表现的评估”将采用协作学习，并涉及实地和实验室调查的设计和执行。数据的收集、分析、解释和明确报告将是评估的重要组成部分。一些需要解决的问题需要很短的时间，而另一些可能需要一个月或更长时间。该计划的开发将耗时31个月，并将包括来自CT， MI， MN， NY， TX， VT和WI的知识渊博的个人（内容专家和模范课堂教师）的参与。CT评估将于1991年春季在全州范围内进行。CT共同核心基本学习标准的评估依据包括多项国家建议（NCTM、2061、MSEB、NSTA等）。评估任务的设计将体现主动学习，其中包括发散性思维和趋同性思维。这些任务的设计也将使其对教学和评估同样有用，并促进CT所重视的学习和上述以内容为重点的报告中提出的国家建议。该项目的最终目标是确定这些评估及其产生的证据是否可以汇总为有意义的摘要，以满足国家问责的目的。超过45个月的奖励金额997,956美元（从最初要求的超过31个月的160万美元减少）- 89财年初始资金奖励50万美元。费用分摊——874,150美元的直接费用分摊相当于NSF奖金的88%。

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.