SBIR Phase I: Scientifically Supported and Technologically Enhanced Teacher Evaluation System

SBIR第一阶段：科学支持和技术增强的教师评估体系

• 批准号: 1548837
• 负责人: Marsha Mays-Smith
• 金额: $ 14.97万
• 依托单位: Amaysing Ideas LLC
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2016-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1548837&HistoricalAwards=false
• 关键词: SBIR; Phase; Scientifically; Supported; Technologically

This SBIR Phase I project centers around using scientifically based educational research and innovative data management and analysis techniques to support improvements in Pre-K through 12th grade education through more efficient and rigorous teacher evaluation processes. The American educational system needs substantial improvement if it is to inspire both the innovation and creativity needed now and in the future. The preparation of American students to meet the challenges of the 21st century is of both national interest and concern. As societal functioning becomes progressively more knowledge intensive, it increasingly relies more upon human capacity to learn and innovate. Consistent with the mission of the National Science Foundation to transform scientific discovery into societal and economic benefit, this project can have untold societal benefits as improved teaching practice leads to more learning. The system has great potential for generation of taxable revenue through the sale of the software and associated training services. The company will hire additional researchers, experts in evaluation, professional developers, technical support staff and clerical staff as it quickly grows at the conclusion of Phase I and prepares for Phase II. Acknowledging that research suggests that the most important factor effecting student learning is the classroom teacher, this project leverages scientific research about classroom practice in the teacher evaluation process to build teaching capacity. It recognizes a critical disconnect between contemporary labor intensive and low yield bureaucratic teacher evaluation processes and the efficient dissemination of actionable best practice feedback. Theoretically, consistent with constructivism, you cannot think, assess or make valid and reliable decisions without using a mental model to simplify the process. Traditionally, each state education department, school district, school and even classrooms have operated as their own informational silos. The way that society organizes institutions, develops professional networks that utilize common professional language, and classifies expectations for professional conduct has critical impact on how society, business and the economy function. Teacher evaluation needs a shared taxonomy to operate optimally while still affording contextual sensitivity. Using an innovative technological model built upon extensive qualitative and quantitative research related to the language involved in evaluation, feedback that includes targeted, substantiated evaluatory comments, strategies and reflective questions that are already coded to evaluation rubrics, is made readily accessible. This schema is articulated in software that affords the user opportunities to quickly craft and revise evaluation documents. The software works to develop the capacity of the evaluator to produce enriched, comprehensive evaluations while removing archaic and time consuming steps that can be accelerated with technology. The technology involved automates the production of tailored, personalized and customized narratives in a fraction of the time typically required by administrators to prepare them. Built upon a bedrock of researched based feedback, this system is unlike any other. It introduces processes that enhance interpreter reliability and that encourage co-reflective dialog that will catalyze professional learning communities. The existing prototype will be transferred into a multi-user web based version through this project. The small business requesting this support has the technological and learning science expertise to carry out this ambitious endeavor. Stagnant evaluation processes will become vibrant, dynamic and effective. It not only will improve the practice of STEM teachers but all teachers for which it is utilized. The impact of this research will be both broad and enduring.

这个SBIR第一阶段项目的中心是使用基于科学的教育研究和创新的数据管理和分析技术，通过更有效和更严格的教师评估过程来支持从学前教育到12年级教育的改善。如果要激发现在和未来所需的创新和创造力，美国的教育体系需要有实质性的改进。让美国学生为迎接21世纪的挑战做好准备，既关系到国家利益，也关系到人们的关切。随着社会运行变得越来越知识密集，它越来越依赖于人的学习和创新能力。与国家科学基金会将科学发现转化为社会和经济效益的使命相一致，该项目可以产生数不清的社会效益，因为改进的教学实践会带来更多的学习。该系统有很大的潜力通过销售软件和相关的培训服务来产生应税收入。该公司将聘请更多的研究人员、评估专家、专业开发人员、技术支持人员和文书人员，因为它在第一阶段结束时迅速发展，并为第二阶段做准备。认识到研究表明，影响学生学习的最重要因素是课堂教师，该项目利用关于教师评估过程中课堂实践的科学研究来建设教学能力。它认识到当代劳动密集型和低产出的官僚教师评价过程与有效传播可操作的最佳做法反馈之间的严重脱节。从理论上讲，与建构主义一致，如果不使用心理模型来简化过程，你就无法思考、评估或做出有效和可靠的决定。传统上，每个州的教育部门、学区、学校甚至教室都是作为自己的信息孤岛运作的。社会组织机构的方式，发展使用通用专业语言的专业网络，以及对职业行为的期望进行分类的方式，对社会、商业和经济的运行方式具有关键影响。教师评价需要一个共享的分类法，以便在提供上下文敏感性的同时以最佳方式运行。利用建立在与评价所涉语言有关的大量定性和定量研究基础上的创新技术模式，可以很容易地获得反馈，其中包括已编码为评价标准的有针对性的、确凿的评价意见、战略和反思性问题。这一方案在软件中清楚地表达出来，使用户有机会快速编制和修订评价文件。该软件致力于发展评估者的能力，以产生丰富的、全面的评估，同时消除可以通过技术加速的陈旧和耗时的步骤。所涉及的技术使定制的、个性化的和定制的叙事的制作自动化，所需的时间通常是管理员准备它们所需时间的一小部分。这个系统建立在基于研究的反馈的基础上，与其他任何系统都不同。它介绍了提高口译员可靠性和鼓励共同反思对话的过程，这将促进专业学习社区的发展。现有的原型将通过这个项目转移到一个多用户基于网络的版本。请求这种支持的小企业拥有技术和学习科学的专业知识，可以开展这一雄心勃勃的努力。停滞不前的评价进程将变得充满活力、充满活力和有效。它不仅将改善STEM教师的做法，而且将改善所有使用该技术的教师的做法。这项研究的影响将是广泛和持久的。