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

为了确保初任教师“准备好上课”，需要对教学熟练程度进行有效和有效的评估。本项目探索模拟学生参与的评估作为评估教学实践的一种方式，可以为直接评估课堂教学实践提供重要的补充或替代。这种形式的评估有可能提供一种方法，以避免繁重的费用，后勤和其他困难的评估发生在教室里。该项目将解决有关小学数学教师绩效期望发展的问题，“学生”角色在不同绩效背景下的表现可以标准化的程度，以及生成教学场景的不同方法。评估将侧重于引导和解释学生数学思维的教学实践。该项目将支持：(1)建立评估的有效性，作为评估小学数学教学准备情况的一种手段；(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表现的标准化模拟。战略是研究模拟评估的三个组成部分，使其能够在实地得到更广泛的应用。其中一个部分将侧重于使用不同基础（实践智慧、与儿童互动和学习轨迹研究）的方法，以设计真实的模拟，并提供有关教学的可靠信息。将比较每一种方法提供评估发展所需资源的方式的数据。另一个组成部分将侧重于在给定教学动态的情况下，学生角色的标准化程度。将分析标准化学生对不同情景类别的反应数据，这些学生的初始训练相似。最后一个组成部分将是建立一个基础，以校准与教师职业轨迹（早期职业教师、经验丰富的教师、“有成就的”教师）的关键点相关的模拟的绩效期望。将比较教师在其职业生涯不同阶段在同一评估模拟中的表现数据。对影响评估设计的因素的研究将为教学模拟评估的进一步发展和进一步研究奠定更加坚实的基础。探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具（rmt），显著提高pre -12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。

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.