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.

该SBIR第一阶段项目围绕使用基于科学的教育研究和创新的数据管理和分析技术，通过更有效和严格的教师评估流程，支持学前教育到12年级教育的改进。美国的教育系统需要实质性的改进，如果它要激发现在和未来所需要的创新和创造力的话。培养美国学生迎接21世纪世纪的挑战是国家利益和关注的问题。随着社会运作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。 与国家科学基金会的使命一致，将科学发现转化为社会和经济效益，该项目可以有数不清的社会效益，因为改进的教学实践导致更多的学习。 该系统具有通过销售软件和相关培训服务产生应税收入的巨大潜力。 该公司将雇用更多的研究人员，评估专家，专业开发人员，技术支持人员和办事员，因为它在第一阶段结束时快速增长，并为第二阶段做准备。 该项目承认研究表明，影响学生学习的最重要因素是任课教师，因此利用关于教师评价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收益率的官僚教师评价过程和有效传播可操作的最佳实践反馈之间的关键脱节。 从理论上讲，与建构主义相一致，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策。 传统上，每个州的教育部门、学区、学校甚至教室都是自己的信息孤岛。社会组织机构的方式，发展使用共同专业语言的专业网络，以及对专业行为的期望进行分类，对社会，企业和经济的运作方式具有关键影响。教师评价需要一个共享的分类法，以最佳地运作，同时仍然提供上下文敏感性。采用一种创新的技术模式，该模式建立在对评价所用语言进行广泛的定性和定量研究的基础上，使人们可以随时获得反馈，其中包括有针对性的、有根据的评价意见、战略和已编入评价标题的反思性问题。 这一模式在软件中得到阐述，使用户有机会快速编写和修订评价文件。 该软件的作用是发展评价人员的能力，使其能够作出丰富、全面的评价，同时消除可以用技术加速的陈旧和耗时的步骤。 所涉及的技术自动化生产量身定制，个性化和定制的叙述在一小部分的时间通常所需的管理员准备他们。 这个系统建立在基于研究的反馈的基础上，不同于其他任何系统。 它引入了增强解释器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。 现有的原型将通过该项目转换为基于多用户网络的版本。要求这种支持的小企业拥有技术和学习科学的专业知识来实现这一雄心勃勃的奋进。停滞不前的评价进程将变得生机勃勃、充满活力和切实有效。 它不仅将改善STEM教师的实践，还将改善所有使用它的教师的实践。这项研究的影响将是广泛和持久的。