Aspire-II - From Teacher Task Design to Generalizable Knowledge of Student Learning: A Comprehensive Study of Learning Progression Use

EHR核心研究计划强调基础STEM教育研究，这将产生该领域的基础知识。虽然学习进步对教师设计形成性评估以及为学生学习建模提出了新的方法是有希望的，但该领域仍处于理解学习进步如何通知和促进学生学习的开始阶段。这项研究是必要的，因为研究表明，虽然形成性评估可以支持学生的学习，但形成性评估实践对教师来说并不容易学习。通过这一努力，多达72名高中生物、化学和物理教师将参与专业学习社区，帮助他们在课堂上更有效地使用以学习进步为中心的形成性评估。这个项目将建立在以前研究的基础上，通过帮助教师设定学习目标，衡量学生在实现这些目标方面的进展，并提供反馈以提高学生的表现。它还将扩展大学教育研究团队和学区之间正在进行的研究-实践伙伴关系，这两个团队都致力于改善其社会经济、语言和种族多样化学生的科学教育。总体目标将是调查教师如何：(1)参与不同内容领域的不同类型的学习进度，为专业学习社区的形成性评估设计提供信息；(2)制定基于学习进度的形成性评估任务；(3)衡量以学习进度为中心的专业发展对学生学习的影响，以及这种影响的中介；并将(4)模拟学生的学习，以及评估结果在多大程度上支持学习进展中的假设。这项研究将采用互补的定性和定量方法，并在为期一年的以设计为基础的实施研究之后，对参加研究小组促进的专注于学习进展的专业学习社区的教师进行准实验研究。有关教师专业学习的证据将通过从前到后对教师参与专业学习社区的分析、结构化访谈、课堂观察和形成性评估任务分析的数据进行三角测量来收集。将通过与教师在其专业学习社区中使用的学习进度挂钩的事后诊断评估来跟踪学生的学习情况。这项工作的结果将通过工具和资源以及其有效性的证据来促进关于理论构建的知识，指导在专业学习社区中围绕形成性评估设计形成有效教师协作的设计标准，以及相对于学习进展的学生表现的模型方法。这些最终产品还将提供工具，帮助学校和地区实时收集专业学习社区功能和形成性评估任务质量的证据。

The EHR Core Research program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. While learning progressions have shown promise as supports for teachers as they design formative assessments, as well as suggested new approaches for modeling student learning, the field is still only at the beginning stages of understanding how learning progressions can inform and enhance student learning. This research is needed because studies show that although formative assessment may support student learning, formative assessment practices are not easy for teachers to learn. Through this effort up to 72 high school biology, chemistry and physics teachers will participate in professional learning communities to help them become more effective in using learning progression-centered formative assessment in their classrooms. This project will build on prior studies by helping teachers in setting learning goals, measuring student progress toward those goals, and providing feedback to improve students' performance. It will also extend an ongoing research-practice partnership between a university-based educational research team and a school district that are both committed to improving science education for its population of socioeconomically, linguistically, and ethnically diverse students.The overarching goals will be to investigate how teachers: (1) Engage with different types of learning progressions in different content domains to inform formative assessment design in professional learning communities; (2) Enact learning progression-based formative assessment tasks with students; (3) Measure the effect of learning progression-centered professional development on student learning, as well as the mediators of this effect; and will also (4) Model student learning and the extent to which assessment results support the hypotheses represented in learning progressions. The study will employ complementary qualitative and quantitative methods and follow a year of design-based implementation research with a quasi-experimental study of teachers participating in research-team facilitated professional learning communities focused on learning progressions. Evidence pertaining to teacher professional learning will be gathered through the triangulation of data from front-to-back analyses of teacher participation in professional learning communities, structured interviews, classroom observations, and analysis of formative assessment tasks. Student learning will be tracked through pre-post diagnostic assessments linked to learning progressions teachers use in their professional learning communities. Results from this work will advance knowledge about theory building through tools and resources along with evidence of their effectiveness, design criteria to guide formation of effective teacher collaboration around formative assessment design in professional learning communities, and model approaches for student performance relative to learning progressions. These end products will also provide instruments to help schools and districts collect evidence in real-time of professional learning community function and formative assessment task quality.