Assessing Teacher Competency in Formative Assessment

形成性评估中评估教师能力

• 批准号: 0535818
• 负责人: Jim Minstrell
• 金额: --
• 依托单位: FACET Innovations, LLC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-01 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0535818&HistoricalAwards=false
• 关键词: Assessing; Teacher; Competency; Formative; Assessment

The purpose of the project is to create a tool that can be used in classrooms to inform teachers of science knowledge they need for instruction. The tool would help determine whether middle school science teachers are competent in interpreting assessment data and providing feedback to foster student development. The investigators would construct teacher assessment tasks based on statewide science standards, validate them, and use them in an online learning environment for teacher learners. The investigators imagine that their project is a capacity building project that develops innovative frameworks and tools to enhance capacity of evaluators of small and large-scale education programs. The investigators plan to conduct some basic research to observe the characteristics of middle school science teachers understanding and use of formative assessments. Much of the theoretical design is based on previous work in England by Paul Black and Dylan Wiliam. They intend to investigate teacher content knowledge and learner context as well as the attitudes and beliefs of teachers about the role of learners in the classroom. The study would focus on a unit of Human Body Systems in a middle school of Bellevue Schools in Washington. The researchers have worked with these districts previously and have access to the schools and teachers for this project. The methods involve collecting video, observing teacher interactions, and study of the formal assessment tools. Self-reported questionnaires will be used to identify indicators of teacher knowledge and background characteristics. About 8 data collection instruments will be designed after being adopted from existing large-scale studies. The amount of data will allow both quantitative measurement and qualitative descriptions of the school events. The results of the study are expected to create a new description of the dimensions of teacher formative assessment understandings and practices. This information will allow them to construct a set of a series of scenarios to measure teacher formative assessment competency. The project will produce a new method for teachers to use in classrooms.

该项目的目的是创造一种可以在课堂上使用的工具，让教师了解他们教学所需的科学知识。该工具将有助于确定中学科学教师是否有能力解读评估数据并提供反馈，以促进学生发展。研究人员将根据全州范围的科学标准构建教师评估任务，对其进行验证，并在教师学习者的在线学习环境中使用它们。调查人员设想，他们的项目是一个能力建设项目，旨在开发创新的框架和工具，以提高小型和大型教育项目的评估者的能力。研究者计划进行一些基础研究，以观察中学科学教师对形成性评价的理解和使用的特点。大部分理论设计都是基于保罗·布莱克和迪伦·威利安之前在英格兰的工作。他们打算调查教师的内容、知识和学习者的背景，以及教师对学习者在课堂上的角色的态度和信念。这项研究将重点放在华盛顿贝尔维尤学校一所中学的人体系统单元上。研究人员以前曾与这些地区合作，并可以联系到该项目的学校和教师。这些方法包括收集视频、观察教师互动和研究正式的评估工具。将使用自填问卷来确定教师知识和背景特征的指标。在采用现有的大规模研究后，将设计约8个数据采集器。数据量将允许对学校事件进行定量测量和定性描述。这项研究的结果有望对教师形成性评价的理解和实践的维度做出新的描述。这些信息将使他们能够构建一系列情景来衡量教师形成性评估能力。该项目将为教师提供一种在课堂上使用的新方法。