RAPID: ASPiRe: Formative Assessment of Scientific Practices Research Practice Partnership

对于决定实施下一代科学标准(NGSS)规定的实践标准的大多数学区来说，课堂评估仍然是一个巨大的挑战。奥罗拉公立学校(APS)学区正面临着这一挑战，它与科罗拉多大学博尔德分校的研究人员建立了研究-实践伙伴关系(RPP)。通过这项题为ASPIRE的区域合作伙伴计划，两个伙伴将进行长期合作，有目的地组织这项合作，以调查实践中的问题，并为改善地区成果(通过改变教师和学生的实践)产生基于证据的解决方案。大学的教职员工和研究生团队将与地区教学负责人、科学内容负责人和科学教师合作，为特定学区的所有初中和高中教师共同设计NGSS和科罗拉多州学术标准中科学教学实践的形成性评估。目标是确定形成性评估设计和实施如何能够以改进教和学的方式明智地服务于许多不同的参与者和社区(地区领导、科学实践团队、校本教师学习社区和教师)。这一快速奖利用了该大学与整个学区参与RPP的机会，该学区要求该大学在使用基于研究的证据来改善科学教师的形成性评估驱动的教学实践方面提供帮助。该项目建立在之前NSF资助的基于证据的经验教训的基础上，其中结果表明，与学习进展相关的长期专业发展可以支持教师迭代地设计、制定和反思与NGSS实践标准相关的形成性评估。项目团队将与APS合作，了解APS正在进行的努力，并为其做出贡献，以确定将这种干预措施整合到系统层面的科学教学中的最佳方法。通过基于设计的实施研究(DBIR)方法，将在学区的四个层面收集数据，包括课堂观察、会议录像、人工制品和访谈。一个由国家公认的教育研究人员组成的咨询委员会将帮助指导该项目的全面实施。

Classroom assessment remains a significant challenge to most school districts that decide to implement the practice standards set forth by the Next Generation Science Standards (NGSS). The Aurora Public School (APS) district is facing this challenge head-on by engaging in a research-practice partnership (RPP) with researchers at the University of Colorado at Boulder. Through this RPP entitled ASPiRe, the two partners will engage in a long-term collaboration that is intentionally organized to investigate problems of practice and generate evidence based solutions for improving district outcomes (through changes in the practices of teachers and students). The university-based team of faculty and graduate students will work with district instructional leaders, science content leaders, and science teachers to co-design formative assessments of scientific teaching practices in the NGSS and Colorado Academic Standards for all middle and high school teachers in the specific school district. The goal is to determine how formative assessment design and enactment can work to sensibly serve the many different participants and communities (district leadership, scientific practice teams, school-based teacher learning communities, and teachers) in ways that improve teaching and learning. This RAPID award capitalizes on the opportunity for the university to engage in a RPP with a whole school district that requested its assistance in using research-based evidence to improve formative assessment driven instructional practices for science teachers.The project builds on evidence based lessons from prior NSF funding where results showed that long-term professional development linked to a learning progression can support teachers as they iteratively design, enact, and reflect upon formative assessments linked to NGSS practice standards. The project team will collaborate with, learn about, and contribute to efforts underway by APS to determine the best approach to integrate this intervention into science teaching and learning at the system level. Through a design-based implementation research (DBIR) approach, data will be collected at four levels of the district including classroom observations, videotaped meetings, artifacts, and interviews. An advisory board composed of nationally recognized education researchers will help guide the overall implementation of the project.