Sensitivity of NAEP to the Effects of Reform-based Teaching and Learning in Middle School Mathematics

NAEP 对中学数学改革教学效果的敏感性

• 批准号: 0454755
• 负责人: Fran Stancavage
• 金额: --
• 依托单位: American Institutes for Research in the Behavioral Sciences
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-06-15 至 2008-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0454755&HistoricalAwards=false
• 关键词: Sensitivity; NAEP; Effects; Reform; based

The project will assess the validity of the NAEP in mathematics by testing the adequacy of the NAEP for detecting effects of mathematics education reform (using the "Connected Mathematics Program") by comparing student achievement on the NAEP, state assessments (Arkansas' use of the ITBS and the Colorado state assessment), and the NSF supported "Balanced Assessment in Mathematics (BAM)." The project hopes to determine whether large-scale assessments are sensitive enough to monitor instructional impacts on higher-level cognitive abilities (what the BAM purports to assess).This work is a joint effort between the National Center for Education Statistics (NCES) and two divisions (REC and ESIE) within the NSF. The project hypothesis is that the NAEP will be more effective than traditional multiple choice tests (ITBS in Arkansas and a state assessment program in Colorado), but not as effective as BAM in capturing student learning gains (and performance in process areas) in Connected Mathematics Program (CMP) classrooms. Such results have the potential to advise if not revise the NAEP and state assessment programs. Given the November, 2004, Loveless report (Brookings Institute) that critiques existing assessments for having an insufficient number of arithmetic NAEP items, this research may provide useful scientific evidence about the role and importance of such items within assessments and curriculum.

该项目将通过比较学生在NAEP、州评估（阿肯色州使用ITBS和科罗拉多州评估）以及NSF支持的“数学平衡评估”（BAM）方面的成绩，测试NAEP是否足以检测数学教育改革（使用“连接数学计划”）的效果，从而评估NAEP在数学方面的有效性。“该项目希望确定大规模评估是否足够敏感，以监测教学对更高层次认知能力的影响（BAM声称要评估）。这项工作是国家教育统计中心（NCES）和NSF内的两个部门（REC和ESIE）的共同努力。 该项目的假设是，NAEP将比传统的多项选择测试（ITBS在阿肯色州和科罗拉多的国家评估计划）更有效，但在捕捉学生的学习收益（和过程领域的表现）在连接数学计划（CMP）教室不如BAM有效。 这些结果有可能建议，如果不是修改NAEP和国家评估计划。 鉴于2004年11月，洛夫莱斯报告（布鲁金斯研究所），批评现有的评估有算术NAEP项目数量不足，这项研究可能会提供有用的科学证据的作用和重要性，这些项目的评估和课程。