Evaluation of the Cognitive, Psychometric, and Instructional Affordances of Curriculum-Embedded Assessments: A Comprehensive Validity-Based Approach

课程嵌入评估的认知、心理测量和教学功能的评估：基于有效性的综合方法

• 批准号: 0732090
• 负责人: James Pellegrino
• 金额: $ 358.87万
• 依托单位: University of Illinois at Chicago
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0732090&HistoricalAwards=false
• 关键词: Evaluation; Cognitive; Psychometric; Instructional; Affordances

This NSF DR-K12 project falls within the category of Applied Research: Evaluative Studies of NSF Funded Resources and Tools. The overarching goal of this project is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.

这个NSF DR-K12项目福尔斯属于应用研究：NSF资助资源和工具的评估研究的范畴。该项目的总体目标是评估两个NSF支持的数学课程中嵌入的评估组件：日常数学和数学开拓者。 研究人员将采用全面的有效性观点，整合了各种经验证据，关于这些课程中嵌入的多个评估的认知，心理测量和教学启示，作为其整体教学设计的一部分。