Strengthening the Quality, Design and Usability of Simulations as Assessments of Teaching Practice

加强模拟作为教学实践评估的质量、设计和可用性

• 批准号: 1502711
• 负责人: Meghan Shaughnessy
• 金额: $ 44.99万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1502711&HistoricalAwards=false
• 关键词: Strengthening; Quality; Design; Usability; Simulations

Ensuring that beginning teachers are "classroom-ready" requires assessments that efficiently and validly evaluate proficiency in teaching. This project explores assessments involving simulated students as a way to assess teaching practice, which could provide an important complement, or alternative, to directly assessing teaching practice in classrooms. This form of assessment has the potential to provide a way to avoid onerous expense, logistics, and other difficulties of assessments happening in classrooms. The project will address questions about the development of performance expectations for elementary mathematics teachers, the extent to which the performance of the "student" role can be standardized across different performance contexts, and different approaches for generating teaching scenarios. The assessments will focus on the teaching practices of eliciting and interpreting students' mathematical thinking. The project will support: (1) establishing the validity of the assessment as a means to assess readiness to teach elementary mathematics and (2) providing the necessary foundation for scaling research and the use of simulation assessments. The goal of this project is generating, calibrating, and studying standardized simulations of clinical performance of mathematics teaching. The strategy is to investigate three components of the simulation assessment that will enable its broader use in the field. One component will focus on approaches that use different foundations (wisdom of practice, interactions with children, and learning trajectories research) for the design of simulations that are authentic and provide robust information about teaching. Data on the ways in which each approach supplies resources needed for assessment development will be compared. Another component will focus on the degree to which the role of the student can be standardized given the dynamics of teaching. Data on the responses of standardized students, who have similar initial training, to different situational categories will be analyzed. A final component will be establishing a basis for calibrating performance expectations for simulations linked to key points in a teacher's career trajectory (early career teachers, experienced teachers, "accomplished" teachers). Data on the performance of teachers at different points in their careers on the same assessment simulations will be compared. This study of components impacting assessment design will result in a more robust foundation for further development of, and further research on, teaching simulation assessments. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

确保初学者“准备教室就绪”需要有效，有效评估教学能力的评估。该项目探讨了涉及模拟学生的评估，以评估教学实践的一种方式，这可以提供重要的补充或替代方案，以直接评估课堂上的教学实践。这种评估形式有可能提供一种避免繁重的费用，后勤和其他评估困难的方法。该项目将解决有关基本数学教师绩效期望的发展的问题，“学生”角色的表现可以在不同的绩效环境中进行标准化，以及用于产生教学场景的不同方法。评估将集中于引起和解释学生数学思维的教学实践。该项目将支持：（1）确定评估的有效性，以评估教授基本数学的准备情况，以及（2）为扩展研究和使用模拟评估提供必要的基础。该项目的目标是生成，校准和研究数学教学临床性能的标准化模拟。该策略是研究模拟评估的三个组成部分，以使其在现场更广泛地使用。一个组成部分将集中在使用不同基础（实践的智慧，与儿童的互动以及学习轨迹研究）的方法上，以设计真实的模拟并提供有关教学的强大信息。将比较每种方法提供评估开发所需资源的方式的数据。考虑到教学的动态，另一个组成部分将重点介绍学生的作用可以标准化的程度。将分析有关具有相似初始培训的标准化学生反应的数据，这些数据将分析与不同的情况类别。最终的组成部分将建立校准与教师职业轨迹中关键点相关的模拟的绩效期望的基础（早期的职业老师，经验丰富的老师，“成就”的老师）。将比较有关在同一评估模拟的职业生涯不同地点的教师表现的数据。对影响评估设计的组件的这项研究将为进一步发展和进一步研究教学模拟评估提供更强大的基础。 Discovery Research K-12计划（DRK-12）试图通过研究和开发创新资源，模型和工具（RMTS）的研究和开发，以显着增强PreK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，这些研究为拟议项目提供了理论和经验的理由。