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)工具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《监测K-12 STEM教育成功进展情况》报告，教师的MKT是一个需要监测的关键指标。评估MKT最常见的方法是Ball和Hill提出的多项选择测量方法，在一些研究中，它被证明与教学质量或学生学习显著相关。虽然这些措施显然代表着对传统测试的重大改进，但它们也并非没有局限性。在不同的研究中，MKT成绩、教学质量和学生学习之间的相关性一直不一致。CVA提供了一个创新的替代方案。在CVA中，教师在线观看真实数学教学的视频短片，并进行书面分析。基于早期的工作，教师的CVA分数不仅是可靠的，预测了MKT，而且对教学质量和学生的学习也有更好的预测作用。CVA的一个优点是分析教学事件更接近于教学本身的工作，因此对教师来说不那么繁重，易于嵌入。最近，研究表明，CVA可以通过计算机进行评分，这使得它具有很高的可扩展性。该项目将制定与共同核心国家标准(CCSS)相一致的措施的扩展，然后评估其作为MKT的可扩展指标的可行性。这项研究的结果将有助于评估开发以课堂为重点的基于视频的MKT措施的可行性，并寻求尽可能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MKT的指标。研究小组假设，教师在分析视频片段中的教学事件时所利用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提示和规则。这个项目将把现有的CVA分数片段映射到CCSS上，包括数学实践。该项目将修订提出的任务和适用的评分标准，以创建可用于监测这一指标的以课堂为重点、基于标准的MKT衡量标准。除了更一般的提示外，他们还将开发针对内容的提示，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一致的项目的回复，并评估项目和量表的功能和分数的可靠性。该项目还将探索教师在我们的新测量方法上的分数与他们在传统MKT分数表上的分数之间的关系。在对40名数学教师和他们的3-5年级学生进行的第二项研究中，该项目将把第一项研究中做得很好的项目结合到新的量表中，并探索它们与传统的MKT和学生学习分数的关系。本项目将使用经典测验理论、项目反应理论模型对项目和量表进行分析，并探索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.