Developing Formative Assessment Tools and Routines for Additive Reasoning

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供理论和经验依据。这个设计和开发项目是持续评估项目（OGAP）的扩展，OGAP是3-8年级以研究为基础的形成性评估的既定模型，适用于小学早期。OGAP融合了数学教育中两个强大的理念-形成性评估和基于研究的学习轨迹-以提高教师的知识，教学实践和学生的学习。基于这一模式的成功经验，目前的项目将把学生早期学习数字、加法和减法的研究结果转化为教师可以用来定期评估学生理解能力的工具和程序，并制定有针对性的教学对策。该项目包括一个开发部分，重点是制作和实地测试新的资源（包括框架、试题库、预评估和专业发展材料），以及一个研究部分，旨在改善这些资源在学校环境中的执行情况。从这个项目开发的材料将帮助教师能够更准确地评估学生在K-2年级的主要数学工作的理解，以更好地满足不同学习者的需求。随着这些新的早期基础材料的增加，OGAP形成性评估资源将可用于从幼儿园到8年级。尽管人们非常关注提高早期识字率，但建立坚实的数学基础和早期计算流畅性对于以后在学校取得成功和为STEM职业做准备同样至关重要。该项目将开发和实地测试工具，资源和例程，教师可以用来帮助年轻学生发展更深层次的概念理解和更强大，更有效的策略在早期年级。该项目是从学校为基础的从业者在小学年级寻找教学支持的需求，并使用设计为基础的研究方法。新材料将通过在学校的多次迭代实施来开发、测试和修订。基于研究的学习轨迹将被整合到简化的框架中，说明学生在计数，加法和减法领域的主要思维水平的整体进展。形成性评估项目库将通过三个阶段的验证过程开发、实地测试和完善。专业发展模块将设计和实地测试，以支持教师的知识和有效使用形成性评估工具和例程。 在形成性评估过程中的关键活动（包括教师选择项目，学生作业分析，教学影响和制定的教学反应）收集的数据将被用来不断通知发展，以及照亮的条件下，形成性评估导致教学和学生在课堂上学习的富有成效的变化。该项目将产生一套经过实地测试的工具和资源，可供更广泛地传播和进一步研究干预措施的前景，并了解如何支持有效实施。

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This design and development project is an expansion of the Ongoing Assessment Project (OGAP), an established model for research-based formative assessment in grades 3-8, to the early elementary grades. OGAP brings together two powerful ideas in mathematics education - formative assessment and research based learning trajectories - to enhance teacher knowledge, instructional practices, and student learning. Building on a proven track record of success with this model, the current project will translate findings from research on student learning of early number, addition, and subtraction into tools and routines that teachers can use to formatively assess their students' understanding on a regular basis and develop targeted instructional responses. The project involves a development component focused on producing and field testing new resources (including frameworks, item banks, pre-assessments and professional development materials) and a research component designed to improve the implementation of these resources in school settings. The materials that are developed from this project will help teachers be able to more precisely assess student understanding in the major mathematical work of grades K-2 in order to better meet the needs of diverse learners. With the addition of these new early elementary materials, OGAP formative assessment resources will be available for use from kindergarten through grade 8. Although much attention has been paid to the improvement of early literacy, building strong mathematical foundations and early computational fluency is equally critical for later success in school and preparation for STEM careers. This project will develop and field test tools, resources, and routines that teachers can employ to help young students develop deeper conceptual understandings and more powerful and efficient strategies in the early grades. The project emerged from the needs of school-based practitioners looking for instructional support in the primary grades and uses design-based research methodology. The new materials will be developed, tested, and revised through multiple iterations of implementation in schools. Research-based learning trajectories will be consolidated into simplified frameworks that illustrate the overall progression of major levels of student thinking in the domains of counting, addition, and subtraction. A bank of formative assessment items will be developed, field tested, and refined through a three-phase validation process. Professional development modules will be designed and field tested to support teacher knowledge and effective use of the formative assessment tools and routines. Data collected on key activities in the formative assessment process (including teacher selection of items, analysis of student work, instructional implications, and enacted instructional response) will be used to continually inform development as well as illuminate the conditions under which formative assessment leads to productive changes in instruction and student learning in the classroom. The project will yield a set of field tested tools and resources ready for both broader dissemination and further research on the promise of the intervention, as well as an understanding of how to support effective implementation.