Translating a Curriculum-embedded Assessment System to Two New Curricula: Using the "Progress Variable" as Organizing Principle -- A Planning Grant

将课程嵌入评估体系转化为两门新课程：以“进度变量”为组织原则——规划补助金

• 批准号: 9910154
• 负责人: Mark Wilson
• 金额: $ 7.82万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-01 至 2002-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9910154&HistoricalAwards=false
• 关键词: Translating; Curriculum; embedded; Assessment; System

9910154WILSONCiting the dearth of models of what works in terms of integrating assessment reforms into a curriculum, this project will develop a set of "progress variables" that mediate between the specific detail in assessments associated with particular curricula and the more general contents of Standards documents. These progress variables will permit teachers to track student progress through a particular curriculum. Calibrated scale maps that map student growth will be developed. The purpose of the planning grant is to demonstrate the feasibility of the transfer of the BEAR Assessment System (developed for SEPUP's "Issues Evidence and You") to two middle school FOSS units.

9910154WILSON由于缺乏将评估改革纳入课程的有效模式，本项目将开发一套“进展变量”，在与特定课程相关的评估的具体细节和标准文件的更一般内容之间进行调解。 这些进度变量将允许教师通过特定课程跟踪学生的进度。 将制定学生成长的校准比例图。 规划补助金的目的是证明将BEAR评估系统（为SEPUP的“问题、证据和你”开发）转移到两所中学FOSS单位的可行性。