RAPID-Improving Students' Mathematical Proficiency through Formative Assessment: Responding to an Urgent Need in the Common Core Era

该项目的产品将有助于国家组织、它们的州和地方附属机构以及学区规划和提供数学专业发展，以支持高质量数学教学的实施，以满足国家对智能和有效方法的迫切需求，以支持雄心勃勃的大学和职业准备就绪的数学标准。将数学教学引向雄心勃勃的学习目标，意在解决提高学生数学成绩这一至关重要的国家优先事项。人们普遍认为，成功实现任何雄心勃勃的学习目标所包含的内容和实践，都需要对国家的数学教师进行精心设计、巧妙讲授和专业发展。该项目产生的信息对全国数学专业发展至关重要，以支持雄心勃勃的数学学习目标的实现。对于我国的教师和学生来说，要实现雄心勃勃的学习目标，形成性评价成为数学教学的一个更加突出的特征是势在必行的，因为有证据表明，形成性评价对学生的学习具有积极的影响。这一快速项目的总体目标是通过向数学教育从业者和学者提供急需的信息和指导，为提高学生数学水平的国家目标做出贡献，以支持更加注重形成性评估。该项目在制定雄心勃勃的数学标准之初，就数学教师教育工作者和专业发展专家对形成性评估的看法和做法，制作、分析并及时向总部外提供信息。此外，它为形成性评估提供了一种潜在的变革性观点，将其与其他有希望的数学教学框架、方法和实践相结合，这些框架、方法和实践已经在数学教育界建立了强大的存在，并影响了许多教师教育工作者和教师的教学实践。该项目将导致：(A)深入分析数学教师教育者和专业发展专家对最近一项调查的反应，该调查探讨了他们与形成性评估有关的做法和信念及其与有前途的数学教学框架、方法和做法的相互交织关系；(B)数学教师教育者和专业发展专家之间的合作，以制定在数学教师的准备和继续教育中注重形成性评估的有效方法；以及(C)一套设计特点和原则，以及相关的活动，目的是支持建立和维持一种数学教师专业发展的方法，既要注意至关重要的形成性评估的教学实践，又要与其他有希望的数学教学框架、方法和实践相联系。

The products of this project will be useful to national organizations, their state and local affiliates, and school districts as they plan and offer mathematics professional development to support the implementation of high quality mathematics instruction to meet the urgent national need for smart and effective approaches to support ambitious college and career-ready standards in mathematics. Directing mathematics instruction toward ambitious learning goals is intended to address the critically important national priority of improving students' mathematics achievement. It is widely recognized that successful attainment of the content and practices contained in any ambitious set of learning goals, requires well-designed, smartly delivered, professional development for the nation's mathematics teachers. The information generated from this project is critical to inform nationwide mathematics professional development to support the implementation of ambitious mathematics learning goals. For our nation's teachers and students to attain ambitious learning goals, it is imperative that formative assessment becomes a more prominent feature of mathematics instruction as there is an evidence base that suggests formative assessment positively impacts student learning. The overarching goal of this RAPID project is to contribute to the national goal of improving students' mathematical proficiency by providing much-needed information and guidance to mathematics education practitioners and scholars to support a sharpened focus on formative assessment. The project produces, analyzes, and makes available to the field timely information regarding the views and practices of mathematics teacher educators and professional development specialists regarding formative assessment early in the enactment of ambitious standards in mathematics. Moreover, it offers a potentially transformative view of formative assessment as integrated with other promising mathematics instructional frameworks, approaches and practices that have already established a strong presence in the mathematics education community and have influenced the instructional practice of many teacher educators and teachers. The project will result in: (a) an in-depth analysis of the responses of mathematics teacher educators and professional development specialists to a recent survey that probed their practices and beliefs related to formative assessment and its intertwined relationships with promising mathematics instructional frameworks, approaches and practices; (b) collaborative work among mathematics teacher educators and professional development specialists to elaborate effective ways to focus on formative assessment in the preparation and continuing education of teachers of mathematics; and (c) a set of design features and principles, along with associated activities, intended to undergird creating and sustaining an approach to mathematics teacher professional development that both attends to critically important instructional practices of formative assessment and links to other promising mathematics instructional frameworks, approaches and practices.