Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning

使用研究型形成性评估改进数学教学建立在佛蒙特州数学伙伴关系正在进行的评估项目(OGAP)近十年的研究和开发的基础上。该项目为3-5年级的数学教师提供专业发展和支持，并通过严格的整群随机对照试验评估该项目的影响。该项目支持教师提供指导，帮助所有学生实现雄心勃勃的数学学术目标：1)增加教师的数学知识和学生如何学习特定的数学内容，2)为教师提供具体的工具和程序，以实施形成性评估和调整他们的教学。该项目有三个组成部分：1)纽约市30所公立学校的专业发展和持续支持；2)关于教师在教学中使用评估证据的研究；以及3)关于学生和教师成绩的研究。帮助学生深入理解数学概念需要教师在形成性评估方面变得熟练，特别是在做出教学决策时对学生工作中的证据进行持续分析：超越对与错的答案，进入更重要的问题，即学生如何在数学上思考和推理，他们的错误概念在哪里，以及如何在教学中解决这些问题。然而，研究表明，教师在形成性评估的分析方面遇到了困难，关于教师如何利用学生工作或思维中的证据来改进他们的教学，人们知之甚少。该项目解决了这两个问题：1)在30所学校实施严格的、以研究为导向的形成性评估方法；2)研究干预的效果，明确衡量对教师和学生的影响，包括教师如何解释学生的工作与他们如何回应教学之间的联系。该项目的创造性和原创性在于它将大量的数学教与学知识综合成一套清晰包装和呈现的工具、例程和策略，这些工具、例程和策略可以直接用于实践，并可以显著提高数学教学的质量。该项目围绕改善教师形成性评估实践的中心目标进行组织，研究设计提供了项目影响的严格证据，同时向现场提供信息。该项目将在一个高度多样化的学区实施，为大量学生提供服务，这些学生来自传统上在数学和科学领域代表性较低的群体。通过该项目开发的形成性评估系统最终将通过一个网站和多媒体小册子向纽约市公立学校和全国各地的所有教师提供。OGAP形成性评估系统将与大学和职业准备标准捆绑在一起，而不是特定的课程--尽管它涉及的内容与主要数学课程相同--这意味着材料、知识和策略将适用于各种环境。

Using Research-Based Formative Assessment to Improve Mathematics Teaching and Learning builds on almost a decade of research and development by the Vermont Mathematics Partnership's Ongoing Assessment Project (OGAP). The project provides professional development and support for teachers of mathematics in Grades 3-5 and assesses the impacts of the project through a rigorous cluster randomized control trial. The project supports teachers to provide instruction that helps all students reach ambitious academic goals in mathematics by: 1) increasing teachers' knowledge of mathematics and of how students learn specific mathematics content, and 2) providing teachers with specific tools and routines for enacting formative assessment and adapting their instruction. The project has three integrated components: 1) professional development and ongoing support in 30 New York City public schools, 2) research on teachers' use of assessment evidence in instruction, and 3) research on student and teacher outcomes. Helping students deeply understand mathematical concepts requires teachers to become skilled in formative assessment, particularly in the ongoing analysis of evidence in student work when making instructional decisions: moving beyond right and wrong answers into the more important questions of how students think and reason mathematically, where their misconceptions lie, and how they can be addressed instructionally. Yet research shows that teachers struggle with the analytic aspects of formative assessment, and little is known about how teachers use evidence from student work or thinking to improve their instruction. The project addresses both of these concerns by: 1) implementing a rigorous, research-driven approach to formative assessment in 30 schools; and, 2) studying the effects of the intervention in ways that clearly measure impact on teachers and students, including the link between how teachers interpret student work and how they respond instructionally. The creativity and originality of the project lie in its synthesis of a vast body of knowledge about mathematics teaching and learning into a clearly packaged and presented set of tools, routines, and strategies which are directly usable in practice and can dramatically improve the quality of mathematics instruction. The project is organized around the central goal of improving teachers' formative assessment practice, with the research design providing rigorous evidence of project impacts while simultaneously informing the field. The project will be implemented in a highly diverse school district serving a large number of students from groups traditionally underrepresented in mathematics and the sciences. The formative assessment system developed through this project will ultimately be made available, through a website and multi-media booklets, to all teachers in New York City public schools and across the country. The OGAP formative assessment system will be tied to college and career readiness standards in mathematics rather than a particular curriculum-although it addresses the same content as the major mathematics curricula-which means the materials, knowledge, and strategies will be usable across settings.