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

评估素养以发展教师对下一代科学标准的理解

• 批准号: 1561550
• 负责人: Donald Wink
• 金额: $ 149.99万
• 依托单位: University of Illinois at Chicago
• 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: 2016-07-01 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1561550&HistoricalAwards=false
• 关键词: Assessment; Literacy; Development; Teacher; Understanding

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.

本项目研究高中科学教师如何制定课堂评估的做法，以使教学决策，优化学生的学习，在下一代科学标准（NGSS）。在实施NGSS的过程中，教师面临的绩效期望是将跨领域的概念，实践和学科核心思想结合起来，而不是以传统的内容为重点的目标。这些实践需要一系列科学素养，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相结合。该项目让高中科学教师制定涵盖绩效期望多个维度的评估。发展这些评估发生在教师专注于学生工作中的证据的性质，这将表明对熟练程度的进展。教师在学习社区中工作，因此他们可以在反复完善评估设计时借鉴彼此的内容和教学专业知识。 该项目建立在教师的假设学习轨迹，包括教师知识和实践的五个方面：评估素养和实践;学生在评估实践中的角色;参与协作设计团队;与NGSS一致的评估设计实践;和NGSS一致的教学实践。这些维度组织了一个为期三年的专业发展序列的教师从六个不同的城市公立高中的一个大的和多样化的学区。这项工作的位置还使教师能够考虑如何逐步解决语言学习，学生的经济背景和特殊教育学生的需求等因素。在整个过程中，教师在专业学习社区内的工作集中在评估设计、实施、反思和修订的迭代周期上。该项目将混合方法应用于各种数据源，包括教师调查，评估设计周期的文档，学生工作产品和教学实践的观察。分析的目的是进一步发展假设的学习轨迹，获得更多的见解教师合作的做法，并检查教师评估的做法，他们的教学方法和学生学习的变化之间的关系。此外，让教师不仅参与评估的协作设计，而且参与专业发展顺序的共同设计，这加强了该项目提供和促进地方创新的能力，这些创新可以缓解或解决科学教育中现存的紧张关系。该项目由NSF的EHR核心研究（ECR）计划支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。