Adapting the Classroom Video Analysis Approach as a Feasible and Scalable Measure of Common-Core-Aligned Mathematics Knowledge for Teaching

课堂视频分析（CVA）仪器是一种测量教师数学教学知识（MKT）的新方法。根据美国国家科学院的报告《监测K-12成功STEM教育的进展》，教师的MKT是监测的关键指标。评估MKT最常见的方法是Ball和Hill开发的多项选择措施，在一些研究中已被证明与教学质量或学生学习显著相关。虽然这些措施显然比传统测试有了重大改进，但它们并非没有局限性。在不同的研究中，MKT分数、教学质量和学生学习之间的相关性并不一致。CVA提供了一种创新的选择。在CVA中，教师在网上观看真实的数学教学视频短片，并以书面形式对其进行分析。基于早期的研究，教师的CVA分数不仅可靠并能预测MKT，而且还能更好地预测教学质量和学生学习。CVA的一个优点是分析教学事件更接近教学本身的工作，因此对教师来说不那么繁重，而且易于嵌入。最近，研究表明，CVA可以用计算机评分，这使得它具有潜在的高度可扩展性。该项目将制定与共同核心州标准（CCSS）一致的措施扩展，然后评估其作为可扩展的MKT指标的可行性。本研究的结果将有助于评估开发基于视频的MKT措施的可行性，这些措施以课堂为中心，并寻求尽可能多地接近教学过程中使用的知识。调查结果将告知哪些项目提示和格式似乎最有希望作为基于标准的市场营销指标。研究小组假设，教师在分析视频片段中的教学事件时所借鉴的知识是他们可用的MKT，不仅是他们可以在考试中获得的知识，而且是他们可以在课堂上激活和应用的知识。以前的工作是基于一般的提示和规则。该项目将把现有的CVA分数片段映射到CCSS上，包括数学实践。该项目将修改所提出的任务和适用的评分标准，以创建以课堂为中心的、基于标准的MKT衡量标准，用于监测这一指标。在更一般的提示之后，他们将开发特定于内容的提示，使用不同的项目格式和评分方式。该项目将分两个阶段完成新措施的初步测试。首先，该项目将收集和分析100名数学教师（3-5年级）使用不同版本的新标准项目的回答，并评估项目和量表的功能和评分可靠性。该项目还将探索教师在我们的新措施上的分数如何与他们在传统的MKT分数量表上的分数相关联。在对40名数学教师及其3-5年级学生的第二项研究中，该项目将把第一项研究中运行良好的项目整合到新的量表中，并探索它们与传统的MKT和学生分数学习的关系。本项目将运用经典测试理论、项目反应理论模型对项目和量表进行分析，并探讨诊断分类模型的适用性。

The Classroom Video Analysis (CVA) instrument is a new and innovative approach to measuring teachers' Mathematics Knowledge for Teaching (MKT). The MKT of teachers is a key indicator to monitor according to the National Academy of Science report Monitoring Progress toward Successful K-12 STEM Education. The most common approach to assessing MKT are the multiple-choice measures developed by Ball and Hill, which in some studies have been shown to correlate significantly with instructional quality or student learning. While the measures clearly represent significant improvements over traditional tests, they are not without limitations. Correlations between MKT scores, instructional quality and student learning have been inconsistent across studies. The CVA provides an innovative alternative. In the CVA teachers view short video clips of authentic mathematics instruction online and analyze them in writing. Based on early work, teachers' CVA scores were not only reliable and predicted the MKT, but were also better predictors of instructional quality and student learning. One advantage of the CVA is that analyzing teaching events is closer to the work of teaching itself and hence less onerous for teachers and easy to embed. Most recently, research has shown that the CVA can be computer scored, making it potentially highly scalable. This project will develop an extension of the measure that is aligned with the Common Core State Standards (CCSS), and then assess its feasibility as a scalable indicator of MKT. Findings from this study will help evaluate the feasibility of developing video-based MKT measures that are classroom-focused and seek to approximate as much as possible the knowledge that is used in the process of teaching. Findings will inform which item prompts and formats appear to be most promising as indicators of standards-based MKT. The research team hypothesizes that the knowledge teachers draw on when analyzing the teaching events in the video clips is their usable MKT not just knowledge they can access on a test but knowledge they can activate and apply in the classroom. Previous work was based on general prompts and rubrics. This project will map existing CVA fraction clips onto the CCSS, including the mathematical practices. The project will revise the tasks posed and the scoring rubrics applied to create classroom-focused, standards-based measures of MKT that can be used to monitor this indicator. Next to more general prompts they will develop content-specific ones, using different item formats and ways of scoring. The project will complete preliminary testing of new measures in two stages. First, the project will collect and analyze responses from 100 mathematics teachers (grades 3-5) using different versions of the new standards-aligned items and evaluate item and scale functioning and score reliability. The project will also explore how teachers' scores on our new measures relate their scores on a traditional MKT fraction scale. In a second study of 40 mathematics teachers and their grade 3-5 students, the project will combine the well-working items from the first study into new scales and explore how they relate to the traditional MKT and student learning of fractions. The project will analyze the items and scales using classical test theory, item response theory models, and explore the applicability of diagnostic classification models.