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On Enhancing Teachers' Formative Assessment Practices: The Case for Science Journals

加强教师形成性评估实践：以科学期刊为例

基本信息

批准号：
9910020
负责人：
Richard Shavelson
金额：
$ 10万
依托单位：
Stanford University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
1999
资助国家：
美国
起止时间：
1999-10-01 至 2001-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=9910020&HistoricalAwards=false
关键词：
Enhancing Teachers Formative Assessment Practices

项目摘要

9910020SHAVELSONThis SGER project is designed to explore the use of students' science journals as a tool for staff development to improve formative assessment practices in science classrooms at the elementary school level. The project would improve these assessment practices by: (1) creating a conceptual and practical framework that can guide effective use of journals by teachers and students; (2) creating a pilot teacher enhancement program that, by using science journals as an example of a classroom assessment, helps teachers reflect on and improve their formative assessment practices, and improve their own content knowledge; and (3) exploring the impact of the implementation of the professional development program on teachers' formative assessment practices and on their students' performance.Four to six teachers from the San Francisco School District will participate in this exploratory project. The evaluation of their professional development experience will focus on its impact by comparing the teachers' assessment practices, specifically the quality of their feedback, with student performance before and after the implementation of the professional development activity. The design of the study will include data on the same teachers' journal feedback practices and their students' achievement in a prior study with no staff development intervention. The next step in this effort if the enhancement strategy proves successful will be to revise, implement, evaluate and disseminate this type of professional development in a larger context.

9910020 SHAVELSON该SGER项目旨在探索使用学生的科学期刊作为员工发展的工具，以改善小学科学课堂的形成性评估实践。该项目将通过以下方式改进这些评估实践：（1）创建一个概念和实践框架，可以指导教师和学生有效地使用期刊;（2）创建一个试点教师增强计划，通过使用科学期刊作为课堂评估的例子，帮助教师反思和改进他们的形成性评估实践，并提高他们自己的内容知识;及（3）探讨专业发展计划的实施对教师形成性评量的影响，以及对学生表现的影响。四至六名来自旧金山弗朗西斯科学区的教师将参与这个探索性的项目。对教师专业发展经验的评估将侧重于其影响，方法是将教师的评估做法，特别是他们的反馈质量，与学生在专业发展活动实施前后的表现进行比较。研究的设计将包括相同的教师的日志反馈的做法和他们的学生在以前的研究没有工作人员的发展干预的成就的数据。如果加强战略证明是成功的，这项努力的下一步将是在更大的范围内修订、执行、评价和传播这类专业发展。