SMART Assessments: Scientific Mathematical Arenas for Refining Thinking

项目SMART评估（精炼思维的科学和数学领域）结合了评估模型，并通过远程会议技术扩展它们，以创建频繁的、内在激励的评估策略。SMART评估包括一系列以挑战系列为重点的阶段，在这些阶段中，学生要解决嵌入到教学单元中的问题。学生在现场视频电话会议中运用所学知识评估答案和论点。他们收到即时反馈，然后处理新问题，并有机会在第二次挑战系列电话会议计划中再次做出回应。一系列研究将评估SMART评估的设计特点，以及这些特点如何提高科学和数学领域的学习和教学质量。该模型将被应用于整个课程领域，以建立其普遍性。最初的应用是数学，特别是NSF资助的贾斯珀·伍德伯里历险系列。然后，该模型将应用于另外两个科学和数学项目。该项目的主要成果将是：(1)一套评估设计程序的文件化，包括应用于强调数学和科学问题解决和推理的三门课程的例子；(2)调查在不同教师和学生特征的多个教室中实施此类程序的研究数据；(3)评估程序对教学项目结果影响的数据；(4)分析了评估对心理测量建模和测量的启示。

Project SMART Assessments (scientific and Mathematical Arenas for Refining Thinking) combines assessment models and extends them via technology for teleconferencing to create frequent, intrinsically motivating assessment strategies. SMART assessment involve a series of stages focused on a Challenge Series in which students work on problems that are imbedded into an instructional unit. Students use gained knowledge to evaluate answers and arguments in a live video teleconference format. They receive immediate feedback and then work on new problems with the opportunity to respond again in a second Challenge Series teleconference program. A series of studies will evaluate the design features of SMART assessments and how these features enhance learning and the quality of teaching in the areas of science and mathematics. The model will be applied across curricular areas to establish its generalizability. Initial application is to mathematics, in particular to the NSF funded Adventures of Jasper Woodbury Series. The model will then be applied to two other programs in science and mathematics. Major outcomes from the project will be: (1) a documented set of assessment design procedures with examples of applications to the three curricula emphasizing problem solving and reasoning in mathematics and science; (2) data from research studies investigating the implementation of such procedures in multiple classrooms with different teacher and student characteristics; (3) data on the impact of such assessment procedures on instructional program outcomes; (4) analyses of the implications of the assessment for psychometric modeling and measurement.