Developing Formative Assessment Tools and Routines for Additive Reasoning

开发附加推理的形成性评估工具和例程

• 批准号: 1620888
• 负责人: Caroline Ebby
• 金额: $ 45万
• 依托单位: University of Pennsylvania
• 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: 2016-09-01 至 2020-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1620888&HistoricalAwards=false
• 关键词: Developing; Formative; Assessment; Tools; Routines

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.

探索研究K-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高pre -12学生和教师对科学、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，为拟议的项目提供了理论和实证依据。这个设计和开发项目是持续评估项目（OGAP）的扩展，OGAP是3-8年级基于研究的形成性评估的既定模式，适用于小学早期年级。OGAP汇集了数学教育中两个强有力的思想——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。基于该模式的成功经验，目前的项目将把对学生早期学习数字、加法和减法的研究成果转化为工具和程序，教师可以使用这些工具和程序定期评估学生的理解情况，并制定有针对性的教学对策。该项目包括一个侧重于生产和实地测试新资源（包括框架、物项库、预评估和专业发展材料）的开发部分和一个旨在改进这些资源在学校环境中的实施的研究部分。从这个项目中开发的材料将帮助教师能够更准确地评估学生对K-2年级主要数学作业的理解，以便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加入，OGAP形成性评估资源将从幼儿园到8年级使用。尽管对早期读写能力的提高给予了很大的关注，但建立坚实的数学基础和早期的计算流畅性对于以后在学校的成功和为STEM职业做准备同样至关重要。该项目将开发并实施测试工具、资源和程序，教师可以使用这些工具、资源和程序来帮助年轻学生在早期阶段发展更深层次的概念理解和更有力、更有效的策略。该项目源于学校的实践者在小学年级寻找教学支持的需求，并使用基于设计的研究方法。新教材将通过在学校实施的多次迭代来开发、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，以说明学生在计数、加法和减法领域的主要思维水平的总体进展。一组形成性评估项目将被开发、实地测试，并通过三个阶段的验证过程加以完善。专业发展模块将被设计和实地测试，以支持教师的知识和有效地使用形成性评估工具和程序。在形成性评估过程中收集的关键活动数据（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）将用于不断地为发展提供信息，并阐明形成性评估导致课堂教学和学生学习的生产性变化的条件。该项目将产生一套经过实地测试的工具和资源，以便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。