Assessment Literacy for the Development of Teacher Understanding with the Next Generation Science Standards

本项目考察高中科学教师如何开展课堂评估实践，以便根据下一代科学标准（NGSS）做出优化学生学习的教学决策。在实施NGSS的过程中，教师面临的绩效期望是整合跨领域的概念、实践和学科核心思想，而不是以传统的内容为中心的目标。这些实践需要一系列的科学素养，包括问题生成、数据表示、解释性建模以及科学家之间和公众之间的沟通。为了取得成功，教师必须将这些多维度的学生表现期望与支持这些期望的教学和展示学生进步的评估结合起来。该项目要求高中科学教师开发涵盖绩效期望多个维度的评估。当教师关注学生作业中表明向熟练程度进步的证据的性质时，就会开展这些评估。教师在学习社区中工作，因此他们可以在迭代地改进评估设计时借鉴彼此的内容和教学专业知识。该项目以假设的教师学习轨迹为基础，包括教师知识和实践的五个方面：评估素养和实践；对学生在评估实践中的角色的看法参与协同设计团队；与NGSS一致的评估设计实践；以及与ngss一致的教学实践。这些维度为来自六所不同的城市公立高中的教师组织了一个为期三年的专业发展序列。这项工作的地点也可以考虑教师如何逐步解决诸如语言学习，学生经济背景和特殊教育学生需求等因素。在整个过程中，教师在专业学习社区中工作，专注于评估设计、实施、反思和修订的迭代循环。该项目将混合方法应用于各种数据源，包括教师调查、评估设计周期文档、学生作业产品和教学实践观察。分析的目的是进一步发展假设的学习轨迹，对教师合作实践获得更多的见解，并研究教师评估实践、教学方法和学生学习之间的关系。此外，让教师不仅参与评估的合作设计，而且参与专业发展序列的共同设计，加强了该项目负担和促进当地创新的能力，从而缓解或解决科学教育中存在的紧张局势。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。

This project examines how high school science teachers develop practices of classroom assessment in order to make instructional decisions that optimize student learning in light of the Next Generation Science Standards (NGSS). In implementing the NGSS, teachers are faced with performance expectations that integrate cross-cutting concepts, practices and disciplinary core ideas in ways that depart from more traditional content-focused goals. The practices entail a range of science literacies including question generation, data representation, explanatory modeling, and communication among scientists and with the general public. To be successful, teachers must align these multi-dimensional student performance expectations with instruction that supports these and assessments that demonstrate students' progress. This project engages high school science teachers to develop assessments that cover the multiple dimensions of the performance expectations. Developing these assessments occurs as teachers focus on the nature of the evidence in student work that would indicate progress toward proficiency. Teachers work in learning communities so they can draw on each others' content and pedagogical expertise as they iteratively refine their assessment designs. The project builds upon hypothetical learning trajectories for teachers, comprising five dimensions of teacher knowledge and practice: Assessment literacy and practices; views of student roles in assessment practices; participation within collaborative design teams; assessment design practices aligned with NGSS; and NGSS-aligned instructional practices. These dimensions organize a three-year professional development sequence for teachers from six different urban public high schools of a large and diverse school district. The location of this work also enables consideration of how teachers progressively address factors such as language learning, student economic backgrounds, and the needs of special education students. Throughout the sequence, teachers work within professional learning communities focused on iterative cycles of assessment design, implementation, reflection, and revision. The project applies mixed-methods to a variety of data sources, including teacher surveys, documentation of assessment design cycles, student work products, and observations of instructional practices. Analyses aim to further develop the hypothetical learning trajectories, obtain additional insights into teacher collaborative practices, and examine the relationship between changes in teacher assessment practices, their instructional methods, and student learning. Furthermore, engaging teachers in not only the collaborative design of assessments but also in the co-design of the professional development sequence reinforces this project's capacity to afford and foster local innovations that mitigate or resolve tensions extant in science education. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field.