Balanced Assessment for the Mathematics Curriculum

数学课程的平衡评估

• 批准号: 9252902
• 负责人: Alan Schoenfeld
• 金额: $ 398.89万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-07-01 至 1997-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9252902&HistoricalAwards=false
• 关键词: Balanced; Assessment; Mathematics; Curriculum

This project will produce assessment materials for mathematics instruction K-12 that have broad national applicability -- and that serve not only as a means of measuring student attainment, but also as a positive force for curriculum change. The project will have several kinds of product: o assessment packages for each of three grade ranges that exemplify national goals and related state guidelines - high quality, practicality, and balance in terms of nationally agreed curriculum objectives for mathematics (e.g. those in the two volumes of NCTM Standards); o explicit curriculum support, including both classroom materials and professional development resources, to facilitate the transition, enabling typical teachers to prepare their students to tackle effectively what are initially new kinds of task before they take on comprehensive new curricula; o active collaborative links between the assessment designers and those concerned with the design and delivery of curricula -- national curriculum development projects, the professional associations, states and others who have similar curriculum objectives; and o a driving force for curriculum enhancement through the pressures on the curriculum generated by this assessment, which will forward national curriculum objectives. These products will be developed at three national sites (in California, Massachusetts, and Michigan) and the Shell Centre, in active collaboration with NSF-supported curriculum projects and the related State Departments of Education.

该项目将为以下方面提供评估材料： 数学教学K-12，有广泛的国家 这不仅是一种手段， 衡量学生的成就，也是一种积极的力量， 课程改革。 该项目将有几种 产品： o为三个职等范围中的每一个提供评估方案， 国家目标和相关的国家指导方针-高 质量、实用性和平衡性， 商定的数学课程目标（例如， 两卷NCTM标准）; o明确的课程支持，包括课堂 材料和专业发展资源， 促进过渡，使典型的教师， 帮助学生有效地解决 在开始新任务之前， 全面的新课程; o评估之间的积极协作联系 设计师和那些与设计和交付有关的人 课程-国家课程编制项目， 专业协会、国家和其他 类似的课程目标;以及 o透过 这种评估对课程产生的压力， 这将推进国家课程目标。 这些产品将在三个国家地点开发（ 加州、马萨诸塞州和密歇根州）和壳牌 中心与国家支助基金积极合作， 课程项目和相关的国家部门， 教育