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.

SBIR第一阶段项目的中心是利用基于科学的教育研究和创新的数据管理和分析技术，通过更有效和严格的教师评估过程，支持学前班到12年级教育的改进。如果要激发现在和未来所需要的创新和创造力，美国的教育体系需要进行实质性的改进。让美国学生为迎接21世纪的挑战做好准备，既是国家利益的问题，也是值得关注的问题。随着社会功能逐渐变得更加知识密集，它越来越依赖于人类的学习和创新能力。与美国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，该项目可以带来不可估量的社会效益，因为改进的教学实践可以带来更多的学习。该系统具有通过销售软件和相关培训服务而产生应税收入的巨大潜力。随着第1阶段的结束和第2阶段的准备，该公司将迅速发展壮大，并将增加研究人员、评价专家、专业开发人员、技术支持人员和文书人员。考虑到研究表明影响学生学习的最重要因素是课堂教师，本项目利用对教师评价过程中课堂实践的科学研究来构建教学能力。它认识到当代劳动密集型和低收益的官僚教师评估过程与可操作的最佳实践反馈的有效传播之间存在严重脱节。从理论上讲，与建构主义一致，如果不使用心智模型来简化过程，你就无法思考、评估或做出有效可靠的决定。传统上，每个州的教育部门、学区、学校甚至教室都有自己的信息孤岛。社会组织机构的方式，发展使用共同专业语言的专业网络的方式，以及对职业行为的期望分类的方式，对社会、商业和经济的运作方式有着至关重要的影响。教师评价需要一个共享的分类法来优化操作，同时仍然提供上下文敏感性。利用一种创新的技术模式，建立在与评价所涉语言有关的广泛定性和定量研究的基础上，可以随时获得反馈，其中包括已编入评价准则的有针对性的、经证实的评价意见、战略和反思性问题。这种模式在软件中被明确表达，为用户提供了快速制作和修改评估文档的机会。该软件的工作是开发评估者的能力，以产生丰富的，全面的评估，同时消除陈旧和耗时的步骤，可以加速与技术。所涉及的技术可以自动生成量身定制的、个性化的和定制的叙述，而管理员通常需要花费很少的时间来准备这些叙述。建立在研究反馈的基础上，这个系统不同于其他任何系统。它引入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。现有的原型将通过这个项目转移到一个多用户基于web的版本。要求这种支持的小企业拥有技术和学习科学专业知识，可以实现这一雄心勃勃的努力。停滞不前的评价过程将变得充满活力、动态和有效。它不仅会改善STEM教师的实践，而且会改善所有使用它的教师的实践。这项研究的影响将是广泛而持久的。