SimScientists Assessments: Physical Science Links

SimScientists 评估：物理科学链接

• 批准号: 1221614
• 负责人: Matt Silberglitt
• 金额: $ 299.99万
• 依托单位: WestEd
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1221614&HistoricalAwards=false
• 关键词: SimScientists; Assessments; Physical; Science; Links

The goal of this project is to develop and validate a middle school physical science assessment strand composed of four suites of simulation-based assessments for integrating into balanced (use of multiple measures), large-scale accountability science testing systems. It builds on the design templates, technical infrastructure, and evidence of the technical quality, feasibility, and instructional utility of the NSF-funded Calipers II project. The assessment strand consists of multilevel (increased thinking levels) assessment designs grounded on evidence-centered principles that target practices and key disciplinary conceptual schemes, such as matter, motion, energy, and waves identified in the National Research Council report "A Framework for K-12 Science Education: Practices, Crosscutting Knowledge, and Core Ideas". The assessment model vertically links simulations (interactive with feedback to students, coaching, and reflection); curriculum-embedded assessments for formative use; unit benchmark assessment for interim summative purposes; and a set of "signature tasks" (short-term simulations on recurring problem types). Members of the Advisory Board and an Assessment Review Panel actively participate in the development and implementation of this effort. Heller Research Associates is the external evaluator. The evaluation plan addresses both formative and summative aspects.The project's theory of action is based on model-based learning and evidence-centered design reflective of the notion that the construct of science is multidimensional, requiring (a) understanding how the components of a science conceptual system interact to produce behaviors of the system; and (b) the use of inquiry practices to investigate the dynamic behaviors and underlying components' interactions of the system. A total of eight research and development questions guide the scope of work. The questions focus on: (a) validity (substantive and technical quality) of the individual simulation assessments; and (b) classroom implementation (feasibility, fidelity, utility). The methodology for test construction and revision follows the testing standards of major professional organizations (i.e., American Educational Research Association, American Psychological Association, and National Council of Measurement in Education) through three development phases. Phase I (Assessment Development) focuses on the alignment, quality, and prototype testing, including leverage and modification of prior work, and design of new assessment suites and signature tasks. Phase II (Pilot and Validation Studies) deals with the testing of all assessments, research instruments, and study methods. Phase III (Cross-Validation Studies) substantiates the multilevel integration assessment model, cross-validates the assessments piloted in Phase II, and establishes a reliable argument that the assessments measure the intended content and inquiry practices suitable for use in district and state-level assessment systems.Expected outcomes are: (1) a research-informed and field-tested physical science simulations-based assessment model with high potential for extended use in middle school grades; and (2) a policy brief that provides recommendations for integrating assessments into districts and state large-scale, multi-level, balanced science assessments.

本项目的目标是开发和验证一个由四套基于模拟的评估组成的中学物理评估链，以集成到平衡(使用多个测量)的大规模问责科学测试系统中。它建立在设计模板、技术基础设施和NSF资助的卡尺II项目的技术质量、可行性和教学效用的证据之上。评估链由多层次(增加思维水平)评估设计组成，基于以证据为中心的原则，针对实践和国家研究委员会报告“K-12科学教育框架：实践、交叉知识和核心思想”中确定的关键学科概念方案，如物质、运动、能量和波。评估模型将模拟(与对学生、辅导和反思的反馈进行交互)、用于形成性用途的课程嵌入评估、用于临时总结性目的的单元基准评估以及一组“签名任务”(关于反复出现的问题类型的短期模拟)垂直联系起来。咨询委员会成员和评估审查小组成员积极参与这一努力的制定和实施。Heller Research Associates是外部评估者。评价计划涉及形成性和总结性两个方面。该项目的行动理论基于基于模型的学习和以证据为中心的设计，反映了科学的构造是多维的这一概念，要求(A)了解科学概念系统的组成部分如何相互作用以产生系统的行为；(B)使用探究实践来调查系统的动态行为和潜在组成部分的相互作用。共有8个研发问题指导工作范围。这些问题集中在：(A)个别模拟评估的有效性(实质性和技术性)；和(B)课堂实施(可行性、保真度、实用性)。测试的构建和修订方法遵循主要专业组织(即美国教育研究协会、美国心理协会和国家教育测量委员会)的测试标准，经历了三个发展阶段。第一阶段(评估开发)侧重于对齐、质量和原型测试，包括利用和修改先前的工作，以及设计新的评估套件和签名任务。第二阶段(试点和验证研究)涉及对所有评估、研究工具和研究方法的测试。第三阶段(交叉验证研究)证实了多级综合评估模型，交叉验证了第二阶段试点的评估，并建立了一个可靠的论点，即评估衡量的是预期的内容和适合在地区和州一级评估系统中使用的探究做法。预期的结果是：(1)一个基于研究和实地测试的物理科学模拟评估模型，具有在中学年级推广的潜力；以及(2)一份政策简报，提供将评估整合到地区和州的大规模、多层次、平衡的科学评估的建议。